INTRODUCTION
Rationale of the research
There has been a maturing of the innovations in English Language Teaching proposed by new approaches, methodologies and theories since the period of the
70 and the 80s (Botelho, 2003) Each of them with its own specific emphasis has been managed to meet learners’ different needs or interest (Larsen, 2000; Richard & Rodgers, 2001)
The Silent Way focuses on enhancing learners’ inner thinking processes to improve language acquisition In contrast, Total Physical Response promotes language learning through physical actions that reinforce comprehension Suggestopedia leverages music, drama, and visual aids to unlock learners' full potential Both the Communicative Approach and Cooperative Learning emphasize the importance of interpersonal relationships in effective language learning (Chen, 2005).
Multiple Intelligences theory reflects significant shifts in English Language Teaching, offering insights into why certain methods succeed with some learners but not others By understanding different intelligences, teachers can expand their teaching strategies to better address diverse learner needs This approach helps unlock students’ hidden learning potentials that might not be engaged by traditional methods, ultimately fostering more effective and inclusive language instruction.
Recent educator reports highlight the successful application of Multiple Intelligences theory across various educational settings, demonstrating its feasibility and versatility This underscores the significant potential of MI theory in enhancing language teaching and learning experiences (Johnson, 2007) According to Christison (1998), teachers can utilize MI theory as a practical framework to design classroom activities that cater to diverse learning styles and intelligences, fostering more inclusive and effective language education.
In Vietnam, language teaching has historically been dominated by teacher-centered approaches and the Grammar-Translation method, which hinder the development of learners' critical thinking and active engagement The teacher-centered approach often results in passive learning, making students dependent rather than autonomous thinkers (Nguyen, 2009) The Grammar-Translation method primarily focuses on grammar and translation, neglecting other essential language skills (Larsen, 2000), and emphasizes memorization of rules and vocabulary through reading and writing activities (Botelho, 2003) This approach fails to recognize the diversity of learner strengths and does not effectively integrate different learning styles for comprehensive language development.
Since 2007, Tran Hung Dao Foreign Language Center has shifted its English instruction from a teacher-centered to a learner-centered approach, aiming to meet learners’ needs, characteristics, and expectations while encouraging them to become active, independent, and lifelong learners Recognizing the importance of this pedagogical shift, the researcher at Tran Hung Dao Foreign Language Center conducted a study to assess the feasibility of implementing Multiple Intelligences theory as an effective learner-centered approach in language teaching.
This study was conducted to explore how accommodating classroom activities to learners' Multiple Intelligences (MIs) can enhance their learning experiences The research primarily focuses on the positive impact of MI-based classroom activities on students' motivation to learn The motivation for this study stems from the significant role that learning motivation and engaging classroom activities play in effective teaching and learning processes Incorporating activities tailored to different intelligences can foster increased engagement and improve learning outcomes.
According to Clark and Yinger (1979), the basic structural units of planning and action in the classroom are fundamental to effective teaching Additionally, Lin (2000) highlights that educators increasingly recognize the importance of affective factors—such as feelings, emotions, anxiety, frustration, motivation, and confidence—on the learning process Understanding these elements is crucial for creating a supportive and successful educational environment.
This section highlights the inspiration behind the study on adapting classroom activities to learners’ multiple intelligences (MIs) at Tran Hung Dao Foreign Language Center The research investigates the feasibility of implementing MI-based teaching methods within the Vietnam context and at Tran Hung Dao Foreign Language Center specifically It also aims to determine whether such an approach can enhance students’ learning motivation The study will identify learners’ intelligence profiles, incorporate MI-based language learning activities, and analyze their impact on learners’ motivation levels.
The study therefore attempts to answer the following research questions:
1 How are Multiple Intelligences distributed among EFL learners?
2 To what extent do MI activities improve learners’ learning motivation?
Contribution of the study
This study highlights the limited research on the application of Multiple Intelligences (MI) theory in English language teaching in Vietnam and at Tran Hung Dao Foreign Language Center, underscoring its significance in advancing learner-centered approaches By focusing on enhancing learning motivation through MI-based classroom activities, the research aims to encourage more active student participation and engagement The study seeks to provide valuable insights into effective MI-based strategies in English language instruction and offers practical recommendations for implementing Multiple Intelligences theory within the Vietnamese educational context.
Definitions of terms
This study explores Howard Gardner's theory of Multiple Intelligences, which identifies at least eight types of intelligence in every individual According to Gardner, these intelligences include verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences His groundbreaking framework emphasizes the diverse ways people learn and excel, highlighting the importance of recognizing multiple intelligences for personalized education and development.
Cognition involves essential mental processes like thinking, knowing, remembering, judging, and problem-solving, which are considered higher-level brain functions These processes encompass crucial skills such as language, imagination, perception, and planning, vital for gaining knowledge and understanding (Wagner, 2010).
Motivation is an internal force that drives behavioral patterns, thought processes, actions, or reactions It is generally categorized into two types: extrinsic motivation, which is influenced by external rewards, and intrinsic motivation, driven by internal satisfaction Research by Gardner & Lambert (1972) indicates that students with stronger intrinsic motivation tend to achieve greater success Cultivating intrinsic motivation is essential for enhancing learning outcomes and fostering long-term engagement.
Interaction is the way learners communicate in the class There are many interaction patterns like T-Ss (teacher to the whole class), S-S (pair work) or Ss-
Achievement is what learners can attain after Multiple Intelligences theory is applied in teaching.
Organisation of the thesis
The thesis consists of five main chapters
Chapter 1 describes the rationale and the contribution of the study It also gives the brief definitions of the keys words and expressions in the study Finally, it ends with the overview of the study structure
Chapter 2 provides a literature review for the study The concept of Multiple Intelligences theory and its benefits on language learning are described Types of language learning activities and learning activities to accommodate to learners’ Multiple Intelligences are also introduced
The chapter deals with the description of methodological aspects including participants and instruments, and data collection procedures
This chapter presents the results of a questionnaire survey assessing learners’ intelligences profiles and their learning motivation The findings provide valuable insights into individual learning styles and motivational factors, serving as a foundation for subsequent discussions on enhancing educational strategies and learner engagement.
This chapter offers valuable implications and practical recommendations for center administrators and teachers on effectively implementing Multiple Intelligences theory to tailor classroom activities that boost student motivation Additionally, it addresses certain limitations of the study and highlights areas for future research, encouraging ongoing exploration of innovative strategies to enhance learning outcomes through differentiated instruction based on multiple intelligences.
LITERATURE REVIEW
Multiple Intelligences
Western societies have long valued intelligence, considering highly intelligent individuals capable of achieving success across various life domains (Gardner, 1999) Despite the significant emphasis placed on intelligence, defining what constitutes intelligence remains challenging, as there is no universally accepted or precise definition (Christison, 1998).
In psychology, defining intelligence has historically been a source of confusion It can be understood from two distinct perspectives: one that defines intelligence based on observable intelligent acts, such as composing a poem or designing a house, and another that views intelligence as underlying mental processes, including analyzing and synthesizing information (Kail & Pellegrina, 1985).
Many psychologists have worked to define and measure human intelligence, with Francis Galton believing intelligence was inherited and measurable, leading him to develop early IQ tests in the 19th century In 1906, French psychologist Alfred Binet refined and expanded upon these assessments, creating the modern IQ test used worldwide today.
In its early stages, intelligence was defined as the ability to answer items on standardized tests, emphasizing linguistic and logical-mathematical skills (Gardner, 1999; Richards & Rodgers, 2001) Traditionally, human intelligence was viewed as a singular, fixed, inborn capacity, forming the basis of IQ testing (Snider).
2001) This is the concept of general intelligence with singular characteristic
Critics of the late 20th-century concept of intelligence argue that intelligence is a multifaceted trait valued differently across cultures, challenging the idea of a single, universal measure Neuroscientists have demonstrated that the human brain's complex neural networks link specific capacities to particular regions, with knowledge absorption influenced by the strength of these connections (Pinker, 1997) Additionally, environmental experiences play a crucial role in shaping brain functions, emphasizing the importance of environmental exchange in cognitive development (LeDoux, 2002; Siegel, 1999).
Recent discoveries by anthropologists and neuroscientists have revolutionized our understanding of intelligence, challenging the view of IQ as a static, inherited trait These findings suggest that traditional IQ tests are reliable predictors of school performance but may not accurately predict professional success beyond formal education According to Jencks (1997), IQ tests remain valuable tools for assessing academic achievement, yet their effectiveness in forecasting long-term career outcomes is limited.
Gardner (1999) argues that traditional IQ tests do not adequately explore the true nature of intelligence or accurately measure an individual's cognitive abilities Sternberg (1985) emphasizes that intelligence is malleable and can be expanded and enhanced with appropriate strategies As Smith (2003) states, “intelligence is a basic human right and can be taught,” highlighting the importance of educational approaches in developing cognitive skills.
Intelligence encompasses diverse cognitive and intellectual abilities, rather than relying on a single capacity to determine human performance in tests (Armstrong, 2000) Various theories have explored separate areas of human abilities, including Spearman's Two-Factor Theory, which emphasizes the distinction between general intelligence and specific skills.
The development of theories on human intelligence began with the 1904 Primary Mental Abilities, further supported by Thurstone in 1938 Guildford’s Structure of Intellect Theory was proposed in 1959, followed by Gardner’s Multiple Intelligences Theory in 1983, and Sternberg’s Triarchic Theory in 1985 (Chang, 1998) Among these, Gardner’s and Sternberg’s theories gained significant attention from scholars because they emphasize individual differences in human intelligence and cognitive strengths (Campbell, 1997; Silver, Strong & Perini, 1997).
Sternberg and Gardner revolutionized our understanding of intelligence through their groundbreaking research, emphasizing the importance of a broader, more practical perspective (Tran, 2009) Sternberg defined intelligence as "purposive adaptation, shaping, and selection of real-world environments relevant to one's life," highlighting its functional role in everyday contexts (Sternberg, 1985, p 271) He identified three facets of intelligence: Analytical Intelligence, related to cognitive processes; Creative Intelligence, which involves insight and dealing with new experiences; and Practical Intelligence, the ability to adapt and reshape one’s environment Importantly, Sternberg argued that success in life depends more on understanding one’s strengths and weaknesses and effectively utilizing them rather than possessing all three forms of intelligence (Sternberg, 1999) Meanwhile, Howard Gardner proposed that humans possess multiple intelligences, each representing distinct units of mental functioning that are expressed through problem-solving and real-life product creation Gardner emphasized that these intelligences interact in various ways, leading to a more comprehensive and diverse understanding of human intelligence (Gardner, 1983).
Significant efforts have been made to develop manageable explanations for the complex concept of intelligence, a topic widely explored in numerous research studies Gardner has contributed to this understanding by providing a framework that simplifies the explanation of cognitive, affective, and socio-cultural variables influencing intelligence (Smith, 2001).
Howard Gardner's theory of multiple intelligences identifies diverse ways in which individuals learn and demonstrate their abilities Originally, he proposed seven types: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal intelligences The first two are closely linked to traditional schooling, while the next three are associated with the arts, and the last two are considered personal intelligences In the late 1990s, naturalist intelligence was added to the model Although Gardner considered other intelligences such as existential, spiritual, and moral, he has officially recognized eight intelligences to date, emphasizing a broad understanding of human cognitive strengths.
Gardner (1993) emphasized the importance of recognizing a variety of human capacities by coining the term “multiple intelligences,” highlighting that intelligence encompasses much more than what traditional IQ tests measure He consciously decided to focus on this concept to underscore the diverse, essential abilities possessed by individuals beyond conventional intelligence This perspective broadens the understanding of human potential, emphasizing that multiple intelligences are vital facets of overall cognitive functioning.
In the book Frames of Mind: the Theory of Multiple Intelligences, Gardner
(1983) presented a definition of intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings” (p 11)
In the same direction, in Intelligence Reframed: Multiple Intelligences for the
In the 21st century, Gardner (1999) redefined intelligence as a biopsychological potential to process information, emphasizing its activation within cultural contexts to solve problems or create culturally valuable products.
According to Gardner, every person has a unique intelligence profile composed of at least eight different types of intelligence, which can vary significantly between individuals He explains that this intelligence profile is not fixed and can be influenced by factors such as cultural values, available opportunities, and personal or familial decisions Gardner also emphasizes that individuals tend to have certain strengths—well-developed intelligences—while others may be less developed, representing their weaknesses Understanding these variations is essential for recognizing individual learning preferences and talents.
Language learning activities and MI-based language learning activities
A language learning activity is a task designed to achieve specific teaching and learning objectives, playing a crucial role in how teachers conceptualize and plan their lessons (Richards & Lockhart, 2002) The concept of activity significantly influences instructional strategies, ensuring that classroom tasks are aligned with language acquisition goals (Clark) Incorporating well-defined activities enhances learner engagement and effectiveness in language development, making activity selection a vital component of language education.
According to Macdonald (1965) and Eisner (1967), the focus on objectives becomes most significant during the process of increasing activities, as this stage involves integrating learning goals with appropriate methods Classroom activities are considered the core structural element of effective planning and teaching action, serving as the key link between educational aims and instructional means (Clark & Yinger, 1979).
2.2.1 Types of language learning activities
Despite various teaching methods and approaches in language education, certain activity types consistently recur across different pedagogical styles According to Richards and Lockhart (2002), these common activities can be categorized into specific types, as illustrated in Figure 2.1, highlighting their universal applicability in language teaching.
Presentation activities are essential for introducing new learning material, such as lexical items and grammatical concepts They help clarify and highlight key elements of the lesson, like patterns with “if clauses” in grammar lessons While presentation activities are common, they are not always included in every lesson; for example, teachers may start with charts to present grammatical patterns in some cases Incorporating effective presentation activities enhances students' understanding of new language concepts.
Practice activities are essential for reinforcing previously learned skills or concepts These tasks focus on either monitoring student performance or utilizing models to enhance learning For example, in conversation lessons, students practice sentence patterns through dialogues, while drills help improve pronunciation Incorporating practice activities into lessons supports effective language mastery and continuous skill development.
Memorization activities are essential tasks that require learners to memorize information or learning material, serving as a strategy to consolidate new knowledge effectively These activities prepare students for subsequent tasks by reinforcing their understanding, such as memorizing vocabulary words that will later be utilized in speaking exercises Incorporating memorization into language learning enhances retention and supports the development of practical speaking skills.
Comprehension activities are designed to assess learners' understanding of both written and spoken texts, focusing on different levels such as literal comprehension, inferential comprehension, and evaluative skills These tasks help learners develop critical thinking by asking them to summarize lectures after listening or to interpret information from various texts Incorporating comprehension exercises into lessons enhances overall language skills and supports effective communication.
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Effective learning tasks enhance language acquisition by fostering specific learning strategies For instance, exercises focusing on suffixes, prefixes, and word order serve as linguistic clues, helping learners effortlessly infer the meaning of new words in reading texts Incorporating these targeted activities supports vocabulary development and improves overall reading comprehension.
Engaging students in activities such as maintaining personal journals to express their feelings, fears, and satisfactions can significantly boost their motivation and create a more positive classroom environment Sharing these reflections with classmates and teachers fosters open communication and strengthens the learning community These strategies are essential for enhancing learner engagement, improving classroom dynamics, and supporting overall academic success.
Providing feedback on learning or performance is essential for student growth For instance, during a writing lesson, learners can exchange their first drafts with peers for constructive revision Incorporating peer feedback enhances writing skills and promotes collaborative learning Effective feedback strategies boost learner engagement and help improve overall performance.
Assessment tasks allow teachers and students to evaluate the level of achievement in their activities or lessons, helping identify areas requiring further instruction and measure student performance These activities, such as various types of tests, are essential tools for diagnosing learning gaps and monitoring progress effectively Incorporating diverse assessment methods enhances the ability to accurately gauge understanding and improve educational outcomes.
This classification illustrates the relationship between different activity types and their purposes in language teaching While it provides useful insights, it is not definitive, as some activities serve multiple purposes and may overlap across categories (Richards & Lockhart, 2002) Understanding the varying functions of activities can help educators design more effective language learning experiences.
2.2.2 Language learning activities to accommodate to learners’ Multiple Intelligences
Integrating multiple intelligences in the classroom enhances language learning by allowing teachers to tailor activities to diverse learner profiles A single MI-based activity can be effectively applied across various language learning contexts, and multiple MI activities often coexist within a single lesson, fostering engagement and motivation Flexibility in adapting these activities is crucial for maximizing learner motivation and achieving optimal learning outcomes Based on research by Puchta & Rinvolucri (2005) and Tran (2009), several effective MI-based classroom activities can be implemented to support differentiated instruction and improve language proficiency.
2.2.2.1 Activities based on Verbal-Linguistic Intelligence
1 Select a passage of the previous unit and ask learners to read this passage in one minute
2 Ask learners to close the books, pick up the pens and write down words from this passage in 2 minutes after hearing “one, two, three, GO!”
3 At the end of 2 minutes, learners mark each other’s work, and then count the number of correct words
4 The learner remembering the most words will get the highest score and win the gift
Listening with your mind’s eye
1 Ask learners to listen to a text with their eyes closed then concentrate on the picture of what they see, hear, feel, etc, while listening
2 Learners describe the picture they receive while listening on a piece of paper
3 Swap the piece of paper with a classmate then tell the whole class the differences between two pictures
2.2.2.2 Activities based on Logical-Mathematical Intelligence
1 Dictate this situation to the learners
The mother put an envelope with cash in it on her desk and ask her son to go and buy some food
Ten minutes later, the son approached the desk and noticed the number 98 on the envelope, indicating the amount of money he had He quickly went to a shop and purchased items totaling $90 However, when he reached the cash register, he realized he was $4 short, prompting questions about what caused the shortfall in his funds.
2 Learners figure out what had happened
3 Learners present all the solutions they come up with as well as their thinking process
1 Get the learners’ attention and then tell them this riddle:
There were twenty six sheep in field One died How many left?
(When saying it, be sure to run “six” and “sheep” together, so that the sentence could equally well be heard as: “There were twenty sick sheep in field”
2 All thoughtful answers are accepted and written up on the board Learners figure out how this can be so
3 If learners find it difficult to realize the second meaning of the sentence, give them a clue Tell them suggested good answer is 19
2.2.2.3 Activities based on Visual-Spatial Intelligence
1 Photocopy the dialogue from a future unit in the coursebook
2 Learners read the dialogue, identify the place the dialogue takes place and imaginatively describe all people in the dialogue
3 Draw an empty six-frame storyboard then ask learners to work in pairs to film the dialogue
4 Learners choose 6 moments in the dialogue and in each of the six frames they draw what the camera will see
5 Learners stick their frames up on the walls and go round to see the films that the others have imagined
1 Ask learners to design a room with pieces of furniture by their own imagination then draw a floor plan of the room
2 Learners then work in pairs and describe their rooms to each other
3 Learners write a list of objects, swap the list and memorize the objects
4 Learners in turn check the number of objects that their partner remembers
2.2.2.4 Activities based on Bodily-Kinesthetic Intelligence
1 Learners work in pairs, person A is the photographer and person B is the
“camera” A stands behind B, putting the hands on B’s shoulders, B stands up with eyes closed
METHODOLOGY
Research questions
Multiple Intelligence theory is a significant innovation in language teaching, offering a framework to recognize and address the diverse learning styles of students (Botelho, 2003) By applying this theory, educators can develop students’ varied intelligences and create personalized learning environments that cater to individual needs (Christison), ultimately enhancing language acquisition and learner engagement.
1996, p 10) This theory truly promotes learners’ learning motivation (Tran,
Limited research has been conducted on MI classroom activities in Vietnam, with Tran (2009) being a notable exception Despite considerable efforts to create more learner-centered classes and boost learning motivation, the impact of MI strategies remains underexplored in this context This gap motivated the current study to investigate whether MI-based activities can effectively motivate Vietnamese learners in the learning process.
This research emphasizes the importance of classroom activities tailored to learners’ Multiple Intelligences (MIs) It suggests that adapting activities to students' individual strengths can enhance engagement and motivation The findings indicate that implementing such MI-based activities is feasible at Tran Hung Dao Foreign Language Center By involving learners in diverse, personalized classroom activities, teachers can effectively boost students' learning motivation and improve language acquisition outcomes.
Guiding this study are research questions:
1 How are Multiple Intelligences distributed among EFL learners atTran Hung Dao Foreign Language Center?
2 To what extent do MI activities improve learners’ learning motivation? Thus, the following hypothesis is posited and the conceptual framework is built (Figure 3.1):
H: Classroom activities which match the distribution of learners’ Multiple Intelligences can improve learning motivation
Research design
With the aim of finding out the answers to the above research questions, an experimental method with data from questionnaire surveys was employed
An experiment, as defined by Nunan (1992), is a procedure for testing a hypothesis by creating a situation that evaluates the relationship between variables In this study, the impact of motivational interviewing (MI) classroom activities on learning motivation was examined through an experimental approach This methodology allows for a systematic investigation of how MI activities influence student motivation, providing valuable insights into effective teaching strategies Conducting an experiment ensures the reliability and validity of the findings, making it a suitable choice for exploring the effects of MI on learner engagement.
This study highlights the questionnaire as an effective tool for understanding learners' metacognitive strategies (MIs) and learning motivation It is particularly suitable in the Vietnamese context, where students are less accustomed to openly expressing their attitudes and opinions to teachers and in front of their peers (Nguyen, 2010).
Questionnaires are a universal and convenient method for data collection, as they allow easy quantification of responses (Kumar, 1996) In this study, they were utilized to explore learners’ Multiple Intelligences (MIs) and their learning motivation following MI-based classroom activities An initial MI questionnaire was administered at the start of the course to assess the distribution of learners’ MIs in the experimental group, while a learning motivation questionnaire was distributed at the end of the course to both control and experimental groups to measure changes in motivation The researcher aimed to draw meaningful and convincing conclusions about the effectiveness of MI-based activities on learners’ motivation and MI distribution.
To investigate the distribution of multiple intelligences among learners, questionnaires were administered to 35 students in Class A2.2 at Tran Hung Dao Foreign Language Center The questionnaire comprised 40 statements aligned with Gardner's eight intelligences, allowing learners to indicate their level of agreement The results aimed to identify individual strengths across different intelligences, providing valuable insights into learners’ cognitive profiles.
In what follows, the participants, the instruments and the data collection procedures are described in more detail
The study was implemented in over 2 months, from May, the 3 rd 2010 to July, the 7 th 2010 at Tran Hung Dao Foreign Language Center, Phan Thiet city, Binh Thuan province
Participants consisted of learners from two classes assigned by the language center, with Class A2.1 serving as the control group and Class A2.2 as the experimental group.
Both groups of learners had previously been taught by the same teacher using the Communicative Approach in their initial course Most students successfully passed the final examination of the elementary level and progressed to attend A2.1 and A2.2 classes, which were conducted by the researcher for the second course.
Table 3.1 presents the means and standard deviations of the previous course examination results for learners in both groups The data indicates that there is no significant difference in learners’ scores between the two groups, suggesting comparable academic performance.
Table 3.1 End-of-course examination results Scores Experimental group Control group
During experimental teaching, Lifelines Elementary served as the primary coursebook for the syllabus The control group followed the standard activities outlined in the coursebook, while the experimental group engaged in activities based on Multiple Intelligences (MI) theory This study highlights the differences in teaching approaches, comparing traditional textbook instruction with MI-based activities to evaluate their effectiveness in enhancing student learning.
The initial class size for A1.1 in the first course was 36, which decreased to 35 in the second course after two learners discontinued their studies Similarly, the A1.2 class started with 35 students in the first course but was reduced to 34 in the second course due to one student failing the exam and a newcomer joining the class Consequently, at the beginning of the second course, the experimental group comprised 34 learners, while the control group had 35 learners.
The following summary of the data collected by questionnaire survey on personal information on the first class meeting shows a picture of these two groups
All participants across both groups were lower high school students, predominantly born in 1996 or 1997, ensuring their age range aligned with typical high school learners The average ages were 13.2 years for the control group and 13.4 years for the experimental group, indicating comparable age distributions between the groups (see Table 3.2).
Age Control group Experimental group
The majority of participants in both groups were female, accounting for 67.6% in the control group and 77.1% in the experimental group This gender distribution reflects a broader trend in English language classes at foreign language centers in Binh Thuan province, where male learners are a minority.
Gender Control group Experimental group
Frequency Percentage Frequency Percentage Male
Table 3.4 shows that a large number of learners began to learn English at lower high school (61.8% in the control group and 45.7% in the experimental group)
It is understandable because not all elementary schools in Binh Thuan province teach English Besides, English programs for children at foreign language centers have just emerged in this province
Table 3.4 Learners’ English learning length Starting learning
Control group Experimental group Frequency Percentage Frequency Percentage
A small proportion of learners had prior experience with English courses at other foreign language schools or centers, with only 14.7% (5 out of 34) in the control group and 11.4% (4 out of 35) in the experimental group having such backgrounds, highlighting limited exposure to external English training among participants.
Table 3.5 Previous study of English at other foreign language schools or centers
Others Control group Experimental group
Frequency Percentage Frequency Percentage Yes
Most learners were attending English course at Tran Hung Dao Foreign Language Center only, except one learner in the control group (2.9%) who was learning English at two centers simultaneously
Table 3.6 Current study of English at other foreign language schools or centers
Others Control group Experimental group
Frequency Percentage Frequency Percentage Yes
During the study, the average age of learners was 13.2 years in the control group and 13.4 years in the experimental group Female students outnumbered male students, indicating a higher participation of girls Most learners began learning English in lower high school, and the majority had neither attended nor were currently attending English courses elsewhere.
In this study, data was collected using three carefully designed questionnaires The first questionnaire gathered learners' personal information from both groups, providing essential demographic data The second focused on assessing learners' Multiple Intelligences (MIs), while the third evaluated their motivation for language learning All questionnaires were written in Vietnamese to ensure clear understanding and accurate responses from the participants.
On the first day of the course, a questionnaire was administered to gather learners' personal information, including age, gender, the age they began learning English, and their participation in additional English classes at other language centers This data provided comprehensive profiles of both groups, which are detailed in section 3.2.1 Additionally, the questionnaire explored learners’ multiple intelligences to better understand their learning preferences and strengths.
FINDINGS AND DISCUSSIONS
Findings from the questionnaire survey on learners’ Multiple
The primary tool for collecting data on learners' Multiple Intelligences (MIs) was the questionnaire on Multiple Intelligences (see appendix C) This questionnaire was administered to 35 learners in the experimental group, providing valuable insights into their individual intelligence profiles for the study.
Learners at the foreign language center exhibit diverse characteristics, including varying learning abilities, knowledge absorption, retention, and self-expression styles This learner diversity is evident in every classroom, highlighting the importance of recognizing individual differences Teachers can better understand and address this variety by analyzing the distribution of learners' Multiple Intelligences (MIs), enabling more tailored and effective instructional strategies Embracing learner diversity enhances language acquisition experiences and promotes more inclusive, personalized teaching approaches.
Table 4.1 Findings from the questionnaire survey on Multiple Intelligences
Number VL LM VS BK M IR IA N Grand
Highest scores + well-developed areas
Average scores + rather developed areas Lowest scores + less- developed areas
The distribution of learners’ MIs was more clearly identified by looking at the Table 4.2 which is extracted from the Table 4.1
Table 4.2 Distribution of learners’ Multiple Intelligences
Areas of intelligences Frequency Percentage
Figure 4.1 illustrates the distribution of learners’ Multiple Intelligences based on the number of statements they selected in each category This data enables the creation of a primary intelligence profile for each learner, providing valuable insights into their unique learning preferences Additionally, analyzing these profiles reveals significant differences among learners, highlighting the diversity of their cognitive strengths Understanding these variations can help educators tailor instruction to better meet individual learning needs, improving educational outcomes.
VL LM VS BK M INTER INTRA N
The questionnaire survey data, displayed in Table 4.1, highlights individual learner strengths and weaknesses by marking the highest scores in red, averages in pink, and lowest scores in green This detailed analysis enables the identification of both personal performance patterns and group tendencies, providing valuable insights into overall learning outcomes.
Individual learners exhibited varying numbers of statements marked, highlighting diverse strengths in different intelligences For instance, Learner 31 marked 18 statements, achieving a maximum of four points in bodily-kinesthetic intelligence and only one point in interpersonal intelligence, indicating specific areas of strength In contrast, Learner 2 marked 28 statements and scored across a broader range, with up to five points in visual-spatial intelligence and only one in naturalist intelligence, demonstrating greater variability in their cognitive profile This variation underscores the importance of personalized learning approaches to address diverse intelligence types.
Identifying the highest and lowest scores for each learner allows for effective comparison of performance within the class This approach helps to analyze the range of scores across students, highlighting variations in achievement levels By examining these maximum and minimum scores, educators can better understand individual progress and overall group performance, supporting targeted interventions and tailored learning strategies.
The class as a whole demonstrated strong development in musical and visual-spatial intelligences, with 24 learners achieving their maximum scores in both areas The total score for visual-spatial intelligence reached 103 points, while musical intelligence scored slightly higher at 110 points, representing the highest class achievements Interestingly, this is a surprising result given that students are primarily studying language rather than music However, since language and music both involve the exploration of stress, rhythm, and melody, these overlapping skills may explain the high proficiency in these intelligences.
While most learners demonstrate strengths in musical and visual-spatial intelligences, a small group does not show specific abilities in these areas Instead, they excel in other intelligences, with six learners (17.1%) showcasing verbal-linguistic skills, four (11.4%) demonstrating logical-mathematical intelligence, nine (25.7%) excelling in bodily-kinesthetic intelligence, five (14.3%) strong in interpersonal skills, and four (11.4%) displaying intrapersonal strengths.
(11.4%) naturalist These learners must be given the chance to use their individual strengths at some point during the course
The majority of learners demonstrate their lowest scores in logical-mathematical intelligence, with a total score of only 79 Only 11.4% of students achieve the highest scores in this area, while approximately 65.7%—or 23 learners—register their minimum scores, indicating that nearly four times as many students struggle with logical-mathematical skills compared to those excelling in this intelligence.
Many learners score below three in multiple intelligences, including logical-mathematical, verbal-linguistic, bodily-kinesthetic, interpersonal, intrapersonal, and naturalist intelligences This indicates that significant gaps exist in these areas, highlighting the need for targeted support to improve overall learning outcomes.
Some learners exhibit more advanced intelligences than others, exemplified by learner number seven, who demonstrates a strong musical intelligence, scoring five points in that area In comparison, his next highest scores are three points each in verbal-linguistic, bodily-kinesthetic, and naturalist intelligences, highlighting his unique strengths across multiple domains.
All of the learners have registered at least one low score, with 26 out of 35 (74.2%) registering less than three points in at least four different areas of intelligence
The questionnaire on Multiple Intelligences provided valuable insights into learners' intelligence profiles and perceptions of classroom diversity It revealed the distribution of different intelligences among students and highlighted individual differences, offering a comprehensive understanding of how diverse learning styles contribute to the overall classroom dynamic This information can inform teaching strategies to better address students' unique strengths and learning preferences.
Findings from the questionnaire survey on learners’ motivation
The section that follows will analyze the data collected through responses to the questionnaire on learning motivation
Item 1: How often did you go to this class?
Control group Experimental group Frequency Percentage Frequency Percentage
Very often Often Rather often Sometimes Seldom
The data indicates that in the control group, a higher percentage of learners often attended class (35.3%) compared to those who attended very often (26.5%) or often (23.5%) Many students believed they could easily imagine what would be covered in class without attending, as they perceived minimal differences between the coursebook and classroom instruction Overall, attendance rates were generally low, with frequent absences during class meetings Observations revealed that sometimes only about one-third of the learners were present in class, highlighting low engagement and attendance among students.
The experimental group demonstrated significantly higher class attendance, with 94.3% of learners attending very often or often, compared to the control group Consistently, at least 26 learners attended each class session, indicating strong engagement The classroom activities were highly attractive and engaging, motivating learners to participate actively and attend classes regularly to enjoy activities not available during their full-time schooling These stimulating activities contributed to increased learner retention in the experimental group Overall, learner retention was notably higher in the experimental group than in the control group, highlighting the positive impact of engaging classroom activities on student participation.
4.2.2 The extent to which classroom activities accommodate to learners’ Multiple Intelligences
Item 2: In English class, how often did your teacher organize games requiring physical activity such as “Slap the board”?
Table 4.4 Frequency of physical activity-based games
Control group Experimental group Frequency Percentage Frequency Percentage
Very often Often Sometimes Seldom Never
Figure 4.3 Frequency of physical activity-based games
In the control group, teachers occasionally incorporated these games into their lessons, often following activities outlined in the coursebook where such games are typically included However, 55.9% of learners responded “seldom” to questions about game participation, primarily due to infrequent class attendance No learners in this group selected “very often” or “often” as their responses, highlighting limited engagement with the games during lessons.
Responses from the experimental group much differed From the insight into learners’ multiple intelligences distribution, the teacher often organized games involving physical activities to activate learners’ bodily-kinesthetic intelligence
It was the reason why no learners in this group selected “sometimes”, “seldom”, and “never” for this item
Item 3: How much did games requiring physical activity interest you?
Table 4.5 Interest of physical activity-based games to learners
Control group Experimental group Frequency Percentage Frequency Percentage
Very much Much Rather much
Figure 4.4 Interest of physical activity-based games to learners
The data shows that a significantly higher percentage of learners in the experimental group (68.6%) demonstrated a strong interest in physical activities compared to only 11.8% in the control group Additionally, eight learners in the experimental group were very interested in physical activities, whereas only two learners in the control group showed the same level of enthusiasm Conversely, 58.8% of learners in the control group exhibited little or no interest in such activities, while no learners in the experimental group displayed disinterest These findings highlight the greater engagement in physical activities among learners in the experimental group.
In the control group, students showed low engagement in physical activities due to infrequent organization by teachers, with 26.5% expressing a strong dislike for such activities Observations revealed that many learners participated reluctantly, often only after repeated invitations, indicating a lack of voluntary enthusiasm Despite being physically present in the classroom, these students appeared mentally disengaged, with physical activities failing to capture their attention effectively.
In the experimental group, physical activity-based games transformed classroom dynamics by encouraging learners aged 12-15 to move around rather than sit quietly, fostering interest, relaxation, and joy during lessons Their enthusiastic participation in these activities reflects their natural activeness at this age Frequently, many students volunteered to be main participants, highlighting high engagement levels, sometimes requiring the use of ballots to select learners Overall, implementing Multiple Intelligences theory in this context increased opportunities for diverse learner participation and enhanced their learning experiences.
Item 4: How often did your teacher use music in classroom activities?
Table 4.6 Teacher’s use of music in classroom activities
Control group Experimental group Frequency Percentage Frequency Percentage
Very often Often Sometimes Seldom Never
Figure 4.5 Teacher’s use of music in classroom activities
Table 4.6 highlights the differences in responses between the control and experimental groups regarding music activities Since music was not a significant element in the coursebook, activities like listening to or singing songs were limited in the control group and primarily used for relaxation.
Contrarily, in the experimental group, the researcher organized musical activities to accommodate to the musical intelligence, which was the strongest among learners
All learners in the experimental group reported that the teacher frequently used music in classroom activities, highlighting its regular integration into lessons In contrast, the control group showed minimal music usage, with 67.7% of students indicating that music rarely appeared during activities This significant difference emphasizes the prominent role of music in enhancing engagement and learning in the experimental group.
Judicious use of music offers numerous benefits for learners In an experimental study, students experienced various types of music tailored for specific purposes, such as enhancing energy, promoting relaxation, improving focus and concentration, and practicing listening skills or grammar Integrating music strategically into learning can boost motivation, support language development, and create an engaging educational environment.
Item 5: How much did classroom activities using music interest you?
Table 4.7 Interest of music activities to learners
Control group Experimental group Frequency Percentage Frequency Percentage
Very much Much Rather much A little Not at all
Figure 4.6 Interest of music activities to learners
Item 5 was concerned with the learners’ opinions about how much the class activities using music interested them The results shown in Table 4.7 revealed a noticeable difference in the opinions of the two groups While all learners in the experimental group found the activities very much and much interested them, just 20.6% of the learners in the control group did
The data revealed significant differences in learner responses between the two groups Notably, 40.0% of learners in the experimental group expressed very high interest in the activities, which is nearly seven times the 5.9% observed in the control group Additionally, 21 learners in the experimental group showed considerable interest, four times more than the five learners in the control group Conversely, the control group had the highest number of learners responding “not at all,” while no learners in the experimental group selected this response, indicating a greater engagement level among experimental group participants.
Using music that aligns with learners’ multiple intelligences (MIs) significantly increased their engagement and interest in learning In the experimental group, students eagerly volunteered to organize musical activities, sometimes surprising the teacher with their creativity For example, some learners used reading texts to sing rhythmically, while others used rulers as musical instruments These activities, tailored to their MIs, made learning more accessible and enjoyable compared to standard coursebook music exercises Consequently, students demonstrated a positive attitude toward these personalized musical activities, highlighting their effectiveness in enhancing learner motivation.
In short, the classroom activities matching learners’ multiple intelligences acted as a magnet to pull learners toward learning
4.2.3 Learners’ participation in classroom activities
Item 6: How often did your teacher ask you to take visual aids related to the lessons to class?
Table 4.8 Teacher’s request of taking visual aids to class
Control group Experimental group Frequency Percentage Frequency Percentage
Very often Often Sometimes Seldom Never
Figure 4.7 Teacher’s request of taking visual aids to class
All learners in the experimental group reported being asked to bring pictures or visual aids related to the lesson to class, with 51.4% indicating they did so "very often" and 48.6% "often," whereas no students in the control group participated in this activity In contrast, learners in the control group predominantly selected "sometimes" (47.1%) and "seldom" (52.9%) for similar prompting, highlighting the significant difference in the use of visual aids between the two groups.
In the control group, teachers occasionally required learners to bring pictures and visual aids to class, with 47.1% of students affirming that they were asked to bring real objects and images These visuals were also integrated into the course book, although many learners used photocopied pages, resulting in unclear images To address this, teachers requested students to obtain color photocopies of those pictures to enhance clarity and support effective learning.
In the experimental group, the teacher regularly encouraged learners to bring pictures and real objects related to the lessons, with 51.4% and 48.6% of students reporting that they were asked to do so very often and often, respectively The teacher also frequently brought these items to class to enhance the learning experience Additionally, students often took home their prepared items after class or stored them in the classroom furniture cabinet for reuse in future lessons, promoting active engagement and resourcefulness in learning.
Item 7: How often did you take visual aids to class as your teacher’s request?
Table 4.9 Learners’ taking visual aids to class
Control group Experimental group Frequency Percentage Frequency Percentage
Very often Often Sometimes Seldom Never
Figure 4.8 Learners’ taking visual aids to class