Gardner's Theory Of Multiple Intelligences

Based on the theory of multiple intelligences of Gardner, there are nine different ways via which people get information (verbal, logical, visual, kinesthetic, musical, intrapersonal, interpersonal, naturalist and existential) (McKenzie, 2005). Most of the today’s traditional schools plan for seven out of the nine different multiple intelligences. The seven widely used multiple intelligences are implemented in core classes. Overlapping of learning styles is exceedingly rare. (McKenzie, 2005). Some multiple intelligences are used very much in core classes. Notwithstanding, students still can use the other multiple intelligences in all of their classes. God has given people many types of intelligences, and people can display their God-given intelligence

Gardner realized intelligence goes beyond being able to learn and retain information. That was why he added interpersonal and intrapersonal intelligences to his original seven intelligences (Gardner, 2002). Gardner’s multiple intelligence theory assists supporting the belief that “every individual possesses every single one of the intelligences, but to different extents, and it is through education that each of these intelligences can be nurtured and developed” (Mokhtar, Majid, & Foo, 2008, p. 96). In the theory of multiple intelligences, Gardner tried to show the notion of multiple intelligences. Through his research, Gardner recognized that intelligence is neither fixed nor static. People can make their learning styles suitable for more than just one of his multiple intelligence categories (Morgan,

Homogeneity Test

The sampling process was performed on a continuum (from pre-intermediate to upper-intermediate). In order to have homogeneous groups and real-intermediate level students, the first part of the Oxford Placement Test (OPT) containing 40 questions was administered. The test helped the researcher to make sure if all of the participants were at the intermediate level of proficiency. The test has been developed by Oxford University Press in 2001, after consultation with many teachers to assess the subject's knowledge of the key language as well as their receptive and productive skills (see appendix A).

Interpersonal inventory

The interpersonal inventory was extracted from MI Inventory that validated and modified for the Iranian context by Hajhashemi and Wong (2010) implemented in this study. It consists of 10 Likert-type Yes-No statements designed to assess the interpersonal intelligence of students that proposed by Howard Gardner (Appendix