The Relationship between Iranian EFL Learners' Multiple Intelligences and Language Proficiency in Two Age Groups

Abstract

The present study was an attempt, in the first place, to find out whether there is any relationship between Iranian EFL learners' multiple intelligences and their language proficiency. The second objective was to explore whether one of intelligences or combination of intelligences are predictors of language proficiency. To this end, 228 subjects of this study were chosen from among 280 English learners at Tehran Language Institutes based on their age and language proficiency level. The participants made up two groups of males and two groups of females, 10-14 and 20-24 age groups. In previous studies (e. g., Razmjoo, 2008; Hajhashemi, 2012) only one questionnaire was used to determine the MI of all subjects; however, in this study, specific questionnaires were administered for each age group. The researchers utilized three instruments: MIDAS-Kids, MIDAS-Adults, and Key English Test (KET). Since the subjects were at the elementary level of language proficiency, the researchers translated MIDAS (adults and kids versions) into Persian so that they could be more comprehensible. The next step was the administration of KET, version 2003. It was administered to 30 elementary students in the pilot study phase. After modification, it was administered again, and the reliability coefficient of it showed an acceptable reliability index. The results indicated that there is a significant relationship between multiple intelligences and language proficiency of Iranian EFL learners. Also, intrapersonal intelligence appeared as the predictor of total KET. Moreover, spatial and linguistic intelligences had significant relationships with language skills.