Exploring the use of multiple intelligences in teaching english vocabulary to 6th grade students of nguyen chi dieu secondary school hue city

INTRODUCTION

Background

Vietnam is experiencing significant changes and advancements across various sectors due to industrialization and modernization To effectively integrate into regional and global systems, the country has implemented extensive reforms, particularly in education The methodology for teaching and learning English in Vietnam has evolved considerably, transitioning from traditional grammar-translation and audio-lingual methods to more contemporary approaches, including the communicative and learner-centered methods.

The roles of teachers and students in English as a Foreign Language (EFL) classrooms have evolved significantly; teachers are no longer just knowledge providers, and students are not passive learners who merely listen to lectures.

Students' learning abilities are now assessed from more accurate and objective perspectives Historically, language learners' skills were primarily evaluated through linguistic competence and logical reasoning A common example of this assessment method is the traditional intelligence quotient (IQ) test, which standardized a score of 100 for all individuals, categorizing them as above average, average, or below average.

Labeling students with low traditional IQ scores as "unintelligent" is misleading, as IQ tests primarily evaluate only linguistic/verbal and logical/mathematical intelligences Consequently, IQ should not be considered a definitive measure of human intelligence Relying solely on IQ assessments can lead to feelings of inferiority and pessimism, ultimately diminishing a student's motivation to progress academically and personally This approach poses significant risks in accurately assessing students' learning abilities.

Another common situation which often occurs in various socio-educational contexts is that many students, particularly the ones classified by teachers as being

Many students labeled as "weak" or "unintelligent" often feel disheartened by their academic struggles, particularly in environments that prioritize linguistic and logical abilities However, real-world experiences demonstrate that these individuals can excel in careers that value different skills, such as art, design, music, and various professions emphasizing interpersonal abilities.

Jensen (1998) argued that traditional intelligence measurements, such as IQ tests like the Stanford-Binet and Weschler, may not accurately reflect an individual's potential He noted that those labeled as “smart” or “genius” often lead unremarkable lives, while individuals deemed “ordinary” can achieve remarkable success This discrepancy led Jensen to question the reliability and completeness of these assessment methods.

From the reality of using MI activities in class to teach vocabulary, it can be seen that MI activities are effective and in teaching and learning vocabulary

In the implementation of Multiple Intelligences (MI) activities, both students and teachers often face challenges in teaching and learning English vocabulary Consequently, my research aims to investigate the effective application of MI theory in vocabulary instruction.

Exploring the Use of Multiple Intelligences in Teaching English Vocabulary to 6th Grade Students of Nguyen Chi Dieu Secondary School, Hue City

Rationale

In today's educational landscape, the Theory of Multiple Intelligences highlights the diverse learning abilities of students, suggesting that each individual possesses unique characteristics, personalities, preferences, and motivations This diversity presents a challenge for teachers, as they must adapt their lessons to accommodate a wide range of student needs.

Incorporating Multiple Intelligences into vocabulary instruction enhances engagement and effectiveness, making lessons more enjoyable for students Traditional vocabulary teaching methods, which typically involve rote memorization after word explanations, can lead to boredom and poor retention By diversifying teaching approaches, educators can foster a more dynamic learning environment that helps students better remember new vocabulary.

This research aims to explore the application of Multiple Intelligences in vocabulary teaching, considering the limitations of traditional teaching methods in our country and the proven effectiveness of MI classroom activities Additionally, it will provide suggestions to enhance the impact of these methods on vocabulary acquisition.

Aims of the study

The present research aims to:

 Evaluate the current situation of vocabulary teaching-learning activities in English vocabulary at Nguyen Chi Dieu secondary school from the perspectives of MI theory

 Clarify and highlight the effects of using multiple intelligences on teaching English vocabulary

 Provide some practical teaching implications on how to apply MI theory effectively in teaching English vocabulary.

Research Questions

In order to fulfill the research aims, this study focuses on the following three research questions:

1 How are MI theory used to teach vocabulary to 6 th grade students of Nguyen Chi Dieu Secondary school?

2 What are the effects of using MI theory on teaching English vocabulary?

3 What are the difficulties of using MI theory in teaching English vocabulary?

Scope of the study

This study was conducted at Nguyen Chi Dieu Secondary school, Hue City with 10 teachers and 102 6 th grade students.

Structure of the thesis

This thesis is organized into five chapters: Chapter one introduces the topic, outlines the study's objectives, research questions, and scope Chapter two reviews relevant literature and theoretical concepts essential to the study Chapter three details the research methodology employed Chapter four presents the findings and discussions of the investigation Finally, Chapter five summarizes the study, discusses its pedagogical implications, and offers suggestions for future research.

LITERATURE REVIEW

Theoretical background

Intelligence is commonly understood intuitively, yet the English language offers various terms to describe different levels of intellectual ability, such as bright, smart, clever, dull, stupid, and slow Despite this, a universally accepted definition of intelligence remains elusive.

Detterman (2007) highlights that a common yet simplistic definition of intelligence is that it is whatever intelligence tests measure However, this definition is problematic as it is circular; the tests are meant to assess intelligence, which they define Additionally, the existence of various intelligence tests raises concerns, as these tests do not consistently measure the same abilities.

Intelligence is commonly defined by intelligence tests, yet some scholars argue this view is limited, suggesting that intelligence encompasses abilities valued by different cultures Consequently, conceptions of intelligence can differ significantly across cultures For instance, ancient Vietnamese culture linked verbal and mathematical skills to intelligence, exemplified by figures like Le Quy Don and Luong The Vinh In contrast, cultures that historically prioritized warfare and martial prowess, such as that of Napoleon in the 1800s or the ancient Chinese Emperor Qin Shi Huang, considered these skills as markers of intelligence.

Recent theorists contend that traditional intelligence assessments, like IQ tests, only capture a fraction of human cognitive abilities These tests, including the Stanford-Binet and Scholastic Aptitude Tests (SATs), serve as foundational tools for understanding intelligence but may overlook other critical dimensions of human capability.

However, many educators and researchers have long rejected traditional multiple choice testing like the Intelligence Quotient (IQ) test as a measure of intelligence Shalaway (1997, p.54) denoted:

The traditional concepts of “intelligence” have limited our capacity for adequately providing for students In schools, we typically focus on verbal and mathematical abilities as the hallmarks of intelligence

The multiple intelligences theory, introduced in 1983, addresses the limitations of traditional multiple-choice tests that primarily assess verbal/linguistic and logical-mathematical skills This theory advocates for a broader understanding of human intelligence, recognizing a diverse range of cognitive abilities By emphasizing several relatively independent intelligences, it aims to provide a more comprehensive evaluation of students' full potential.

According to MI theory, intelligence is viewed as a bio-psychological potential that enables individuals to process information This potential can be activated within a cultural context to effectively solve problems or generate valuable products for that culture.

In a summary, the main differences with the notions of “intelligence” between MI theory and the other traditional perspectives can be briefly summarized in table 2.1.1 developed by Detterman (2007)

Table 2.1.1: Summary of different definitions on “intelligence”

Intelligence can be measured by short-answer tests such as:

Assessing an individual's multiple intelligences enhances learning and problem-solving approaches Traditional short answer tests primarily evaluate rote memorization and test-taking skills In contrast, some researchers have created assessments, like PAM (Performance Assessment Model), that prioritize the learning process rather than just the final outcomes.

Assessment in Math) and PAL (Performance Assessment in Language)

People are born with a fixed amount of intelligence

Human beings have all of the intelligences, but each person has a unique combination or profile

Intelligence level does not change over a lifetime

We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others

Intelligence consists of ability in logic and language

There are many more types of intelligence which reflect different ways of interacting with the world

The traditional practice, teachers with the same material

MI pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses

Teachers design learning activities centered on specific issues or questions, integrating various subjects to enhance understanding They create strategies that enable students to showcase their unique perspectives and demonstrate diverse ways of grasping concepts.

Multiple Intelligences is a psychological and educational theory by psychologist Howard Gardner, which suggests that different kinds of

According to Howard Gardner's theory of multiple intelligences, which he introduced in his 1983 book "Frames of Mind," intelligence is not a single entity but rather a collection of varied abilities Each individual has a unique "cognitive profile" characterized by different levels of these intelligences, suggesting that people possess diverse strengths and talents This theory has been expanded upon in the years following its initial publication.

Gardner's theory challenges traditional definitions of intelligence, suggesting that conventional methods of measurement may not be scientifically valid It posits that a child's ability to master subjects like mathematics does not necessarily indicate overall intelligence, as different children may excel in various types of intelligence This implies that education should shift from a uniform curriculum to an "individual-centered education," tailored to meet the unique needs of each student, including support for developing weaker intelligences.

Gardner identifies kinds of intelligences based on these five criteria:

 case studies of individual exhibiting unusual talents in a given field (child prodigies, autistic savants);

 neurological evidence for areas of the brain that are specialized for particular capacities (often including studies of people who have suffered brain damage affecting a specific capacity);

 the evolutionary relevance of the various capacities;

 a symbolic formulation of the area treated by each proposed intelligence

According to Armstrong (2000), Gardner provided a means of mapping the broad range of abilities that humans possess by grouping their capabilities into the following eight comprehensive categories or “intelligences”

Language proficiency encompasses the effective use of words in both oral and written forms, as seen in roles like storyteller, orator, poet, and journalist This intelligence involves manipulating language's syntax, phonology, semantics, and pragmatic aspects Key applications of this proficiency include rhetoric for persuasion, mnemonics for memory retention, explanation for information dissemination, and metalanguage for discussing language itself.

Logical-mathematical intelligence encompasses the ability to effectively utilize numbers and reason logically, as seen in professions such as mathematicians, tax accountants, and statisticians This type of intelligence involves an awareness of logical patterns, relationships, and abstractions, including statements like cause-effect and if-then propositions Key processes associated with logical-mathematical intelligence include categorization, classification, inference, generalization, calculation, and hypothesis testing.

Visual-spatial intelligence encompasses the ability to accurately perceive and manipulate the visual-spatial world, essential for roles such as hunters, scouts, and guides This intelligence is characterized by a keen sensitivity to elements like color, line, shape, form, and space, as well as the relationships among them It also includes skills in visualization, graphical representation of spatial concepts, and effective orientation within a spatial environment.

Bodily-kinesthetic intelligence involves the ability to use one's entire body to convey thoughts and emotions, as seen in professions like acting, dancing, or athletics It also encompasses the skillful use of hands for creating or modifying objects, which is essential for roles such as craftsmen, sculptors, and surgeons This type of intelligence is characterized by physical skills including coordination, balance, dexterity, strength, flexibility, and speed, alongside sensory abilities like proprioception, touch, and haptic feedback.

Musical intelligence encompasses the ability to perceive, discriminate, transform, and express musical forms, highlighting the skills of music aficionados, critics, composers, and performers This intelligence is characterized by a sensitivity to rhythm, pitch, melody, and timbre, which are essential components of any musical piece.

One can have a figural or “top-down” understanding of music (global, intuitive), a formal or “bottom-up” understanding (analytic, technical), or both

METHODOLOGY

Research Approach

This study seeks to find the answers to the following research questions:

1 How are multiple intelligences theory used to teach vocabulary to 6 th grade students of Nguyen Chi Dieu Secondary school?

2 What are the effects of using multiple intelligences theory on teaching English vocabulary?

3 What are the difficulties of using multiple intelligences theory in teaching English vocabulary?

The research utilized both quantitative and qualitative methods to gather data, with questionnaires being the primary tool for quantitative analysis To enhance the study's qualitative aspects, interviews were conducted with teachers and students at Nguyen Chi Dieu Secondary School.

Data Collection Methods

The participants of the study consist of two groups:

- The first group comprises 10 English Language teachers at Nguyen Chi Dieu Secondary school These teachers have directly taught English for 6 th grade students

- The second group consists of 102 students, who are in 6 th grade classes All of them are asked to fill in the questionnaires

This research focuses on the classroom environment to conduct an investigation Data will be primarily gathered through questionnaires, interviews, and class observations.

Using questionnaires offers significant advantages, including cost-effectiveness and practicality, as they are easy to complete and analyze They enable researchers to gather self-reported information about learners' beliefs, motivations, and reactions to classroom activities (Mackey & Gass, 2005) Bell (1993) noted that questionnaires are an efficient method for quickly collecting specific types of information at a low cost, making them suitable for this research project The choice of questionnaires was particularly beneficial due to the large number of participants, helping to mitigate feelings of fear and embarrassment that may arise from direct interaction However, questionnaires also have disadvantages, such as potential issues with validity, as it's difficult to assess the truthfulness of responses Respondents may forget details or interpret questions subjectively, leading to varied understandings of what constitutes a 'good' or 'poor' response.

The questionnaires are designed to explore the implementation of Multiple Intelligences (MI) theory in English vocabulary instruction, focusing on its effects and challenges The survey targets teachers to assess their utilization of MI activities in teaching English vocabulary, including the types and frequency of these activities in the classroom Additionally, it seeks to identify the difficulties teachers face when using these methods and gather suggestions for enhancing teaching and learning outcomes.

Two questionnaires, one for teachers and one for students (see Appendices

01 and 02) were delivered to participants

A questionnaire comprising seven questions was distributed to teachers, with ten copies sent out and all returned fully completed.

A questionnaire with six questions was distributed to students, resulting in 107 copies being delivered Out of these, 102 completed questionnaires were collected for the study, while 5 copies were either not returned or incomplete.

The questionnaires were crafted in Vietnamese to enable participants to express themselves freely in their native language, ensuring clear understanding of the questions posed This approach allows the researcher to obtain the most reliable feedback from the participants.

Interview techniques, as noted by McMillan and Schumacher (1993), are versatile and can be tailored to various problems and individuals This method allows researchers to probe deeper into responses, clarifying and elaborating to obtain precise information Additionally, researchers can observe nonverbal cues to gauge respondents' true feelings about the survey topic, providing an opportunity to encourage more open dialogue.

While interviews can provide valuable insights, they also come with drawbacks, primarily their potential for subjectivity, as noted by McMillan and Schumacher (1993) Researchers should avoid interrupting interviewees or providing cues, as this can influence responses and skew data Instead, active listening is essential until the interviewee completes their thoughts Additionally, interviews are time-consuming and impractical for large sample sizes The expense of training skilled interviewers to reduce bias is significant, prompting many researchers to engage in self-training and thorough preparation prior to conducting interviews.

Interviews were done informally with 10 teachers and I randomly chose only

10 students who completed the questionnaire for interview (see Appendices 03 and

The interviews aim to validate the responses provided in the questionnaire To ensure an effective process, the researcher developed a list of questions in Vietnamese and scheduled convenient times with each interviewee With the consent of all participants, the researcher recorded the interviews using a cell phone.

The observation method is a research technique that involves the researcher actively seeing and hearing events, allowing for the direct recording of observations instead of depending on participants' self-reported answers According to McMillan and Schumacher (1993), this method is also valuable for verifying the consistency of information gathered from questionnaires and interviews with data obtained through classroom observations.

Observation enables researchers to gather firsthand information about the behaviors of individuals and groups, helping them to grasp the context and identify unexpected outcomes This method is inherently flexible and does not require strict structuring around the study's specific issues.

Observational research is time-consuming and demands highly skilled observers, which can lead to potential data distortion due to selective perceptions To mitigate these limitations, the researcher developed a structured observation sheet.

The researcher performed a class observation at Nguyen Chi Dieu Secondary School to analyze teacher and student activities in real classroom settings This study focused on two 6th-grade classes, 6/7 and 6/10, over four periods each within a two-week timeframe Detailed notes were recorded using a prepared observation sheet to capture the dynamics of each class (refer to Appendix 05).

- Questionnaires were distributed to 10 teachers and 107 students in Nguyen Chi Dieu Secondary School

- The interview with each teacher or student lasted from 5 to 7 minutes during the break-interval at school or some arranged meetings

- The class observations were carried out at two classes in Nguyen Chi Dieu Secondary School

The researcher employed a quantitative approach to analyze data collected from student questionnaires, coding the responses and summarizing them in tables for percentage analysis Additionally, qualitative insights were gathered from teacher interviews to enhance the understanding of Multiple Intelligences (MI) theory's application in vocabulary teaching at Nguyen Chi Dieu Secondary School Class observations further enriched the findings, providing a comprehensive view that complemented the quantitative results presented in tables and charts.

The study utilized both quantitative and qualitative methods to analyze data, with the quantitative approach primarily aimed at addressing research questions and ensuring reliability and validity, as emphasized by Glense and Peshkin (1992) Data collection involved questionnaires and interviews to explore the application of multiple intelligences theory in vocabulary teaching, with results presented through descriptive statistics and numerical representations in tables and graphs Additionally, the qualitative method was employed to provide a comprehensive description of the research topic, analyzing participants' interpretations from in-depth interviews and questionnaires Ultimately, the study combines numerical data with qualitative insights to present a well-rounded analysis of the findings.

In conclusion, this chapter has presented the research methodology employed to collect data and the procedure of the data collection The next chapter deals with the results and discussion.

Summary

In conclusion, this chapter has presented the research methodology employed to collect data and the procedure of the data collection The next chapter deals with the results and discussion.

RESULTS AND FINDINGS

Frequency of using multiple intelligences to 6 th grade students of Nguyen

4.1.1 Frequency of using multiple intelligences activities

Question 1 in the Questionnaire for teachers and Question 2 in the Questionnaire for students are designed to collect teachers and students‟ evaluation on the frequency of using MI activities in teaching and learning vocabulary It is revealed from the answers to these questions that in most of the classes at Nguyen Chi Dieu Secondary School, MI activities are used at relatively high frequency As seen in the Figure 4.1.1, 8 out of 10 teachers, making up 80% reported that they often conducted MI activities to teach vocabulary, whereas 74 students (respectively 73%) expressed to have frequently participated or involved in such activities Most of the teachers (4 out of 5) told us in their interviews that such kinds of MI activities should be used in their lesson plan

Often Som etim es Rarely teachers students %

Figure 4.1.1: Frequency of using MI activities to teach and learn vocabulary for 6 th grade at Nguyen Chi Dieu Secondary School 4.1.2 Frequency of using each kind of MI activities

Table 4.1.2 shows the frequency of each kind of MI activities

Table 4.1.2: Frequency of using each kind of MI activity in classrooms

Type of activities Frequency of use

- Writing down the song lyrics

Table 4.1.2 illustrates a notable variation in the use of Multiple Intelligences (MI) activities among teachers and students The most popular activities were role-playing and group work, with 90% of teachers and 95% of students frequently engaging in them Interviews with students indicated that these activities were their favorites, generating excitement and active participation Teachers also found these methods effective in capturing students' attention Additionally, writing song lyrics emerged as another favored MI activity, with 90% of teachers and 94% of students expressing enthusiasm for it Conversely, activities such as calculation, storytelling from pictures, and traditional storytelling failed to engage both teachers and students effectively.

In the interview some teachers pointed that these activities were rather difficult for students so they did not use them frequently in MI activities in class.

The effects of using MI activities in teaching vocabulary

4.2.1 Advantages of using MI activities

Question 5 (for teachers) and 4 (for students) in the Questionnaire are designed to collect teachers‟ and students‟ evaluation of the effectiveness of using

MI activities in their classes at Nguyen Chi Dieu Secondary School

The implementation of Multiple Intelligences (MI) activities in vocabulary teaching and learning has proven to be highly beneficial Students reported increased motivation, improved learning outcomes, and enhanced ease and effectiveness in their vocabulary studies According to the data in Table 4.2.1, 85% of students found MI activities interesting and effective, with 65% noting better results in their learning and 56% indicating that these activities facilitated easier and more effective vocabulary acquisition.

10 teachers (100%) agreed that they are aware of the effectiveness when they use MI activities to teach vocabulary in classrooms

Table 4.2.1: The advantages of using MI activities in teaching vocabulary When MI activities are used, students tend to

Students (N2) Percentage (%) become more motivated in learning 87 85% learn with better results 66 65% study more easily and effectively 57 56%

4.2.2 Evaluation of students’ favorite MI activities

Question 3 (in the questionnaire for students) and 4 (in the questionnaire for teachers) are about the students‟ favorite activities in teaching and learning vocabulary in classrooms It is revealed from the answers to the questions that the percentage of students‟ favorite MI activities is different

Table 4.2.2: The percentage of student’s favorite MI activities in classrooms

- Writing down the song lyrics 4 40% 68 67%

Table 4.2.2 reveals that students have a strong preference for multiple intelligences (MI) activities, with role-playing and group work receiving an impressive approval rate of 98% to 100% Other favored activities include puzzles (90% to 98%) and class discussions (96% to 100%) Notably, calculation activities received a 0% preference due to their perceived difficulty Additionally, story-telling (69% to 70%) and singing (80%) are popular, while writing song lyrics garners a preference of 40% to 67% Other activities, such as sports games and writing autobiographies, have a moderate approval rate ranging from 30% to 60%.

A significant percentage reveals that the majority of teachers frequently incorporate Multiple Intelligences (MI) activities in their teaching, which students enjoy in their learning process This data suggests that teachers believe these activities effectively engage students and enhance their learning experience.

4.2.3 Awareness of developing students’ growth through using MI activities in teaching

A significant majority of teachers, accounting for 90%, believe that teaching and learning activities should focus on identifying and nurturing students' abilities This perspective is echoed by 83% of students, with 85 out of 102 expressing their agreement with this approach.

Incorporating various multiple intelligence (MI) activities in vocabulary teaching allows students to engage with the subject matter according to their individual strengths and interests This approach fosters personalization, self-centeredness, and self-confidence among students As noted by Lazear (2000), integrating multiple intelligences enables educators to help students develop their full range of potential intelligences, leading to a deeper and more authentic understanding of their strengths and weaknesses.

Some existing problems with using MI activities in classrooms

Question 5 (in the questionnaire for students) and Question 6 (in the questionnaire for teachers) are designed to collect teachers‟ and students‟ assessment and evaluation on the existing problems with using MI activities in classrooms

Table 4.3: Problems with using MI activities in classrooms

Teachers’ and students’ opinion on problems with using MI activities

Students do not pay attention to MI activities in classroom

Teachers can not pay attention to each student

The textbook(s) which contain MI activities are difficult for students

Table 4.3 highlights a significant challenge in implementing Multiple Intelligences (MI) activities in classrooms: the limited time available, a concern shared by 80% of teachers and approximately 83% of students This perspective is understandable, as MI activities such as class discussions, group work, and writing autobiographies can be quite time-intensive Nonetheless, a minority of teachers (2 out of 10) recognized the long-term advantages of MI activities, as expressed in their interview responses.

Việc thiết lập các hoạt động MI thường xuyên cho học sinh có thể tốn thời gian ban đầu, nhưng về lâu dài, học sinh sẽ dần quen và cải thiện hiệu quả học tập.

Regularly implementing MI activities at the start of the course may require significant time investment, but over time, students will adapt, leading to gradual improvements in their learning experience.

Inadequate attention to individual students in large classrooms is a significant concern for both teachers (50%) and students (56%) Many educators express difficulty in focusing on all students due to class size However, effective teaching does not require a deep understanding of each student; instead, it hinges on recognizing diverse learning preferences and offering a variety of choices that align with their unique abilities.

Teaching and learning vocabulary is a crucial process that relies on various factors The effectiveness of vocabulary instruction is influenced by the appeal of multiple intelligence (MI) activities designed for students Additionally, the successful application of these activities in English classes is partially determined by students' awareness and motivation to learn vocabulary.

Textbooks can hinder the implementation of Multiple Intelligences (MI) activities in classrooms A survey revealed that 60% of teachers found the English 6 textbook irrelevant for MI activities, with 87% of students echoing this sentiment.

Three out of four teachers proposed practical suggestions to enhance the learning experience, arguing that textbook content is often arbitrarily determined by specific organizations or groups and fails to encompass all aspects of a subject Consequently, it is crucial for language teachers to employ and integrate diverse classroom activities to optimize students' skills in identifying and solving problems, ultimately helping them achieve their desired learning outcomes.

In conclusion, teachers have found multiple intelligences (MI) activities to be an effective method for motivating students to learn English vocabulary Nonetheless, both teachers and students have encountered challenges in implementing these activities The researcher will propose solutions to enhance the use of MI activities in teaching English vocabulary.

To gather data for potential solutions, the researcher conducted class observations at Nguyen Chi Dieu Secondary School, focusing on the activities employed by teachers and the perceptions of students in six different classes Each observation lasted forty-five minutes, allowing for an in-depth understanding of the classroom dynamics and student engagement.

During class observations, teachers employed various engaging methods to teach English vocabulary, including discussions, role-plays, interviews, games, and collaborative work, resulting in a high student participation rate of 80% to 90% However, some students displayed nervousness or lack of attention due to misunderstandings or disinterest in the activities Therefore, teachers play a crucial role in encouraging student involvement in multiple intelligence (MI) activities To enhance engagement, MI activities should be interesting, relatable to students' experiences, well-equipped with effective tools, and supported by enthusiastic teachers This approach can help students overcome challenges in the vocabulary learning process Overall, the observations indicated that teachers effectively utilized MI activities to motivate students and improve their learning outcomes.

The most difficult that teachers faced in using MI activities in teaching vocabulary

Table 4.4: The most difficult that teachers faced in using MI activities in teaching vocabulary

The most difficult that teachers faced in using MI activities in teaching vocabulary

Some games are not popular for students 7 70%

The equipment to support teaching is not varied 7 70%

It can be seen from Table 4.4, the percentage of teachers who supposed that students were not enthusiastic in class covered the highest percentage in the survey

It occupied 80% (8 teachers in total 10) In the interview with teachers on February

Trong quá trình dạy từ vựng, tôi gặp khó khăn khi học sinh không tỏ ra nhiệt tình và có vẻ lơ là trong việc học Điều này dẫn đến việc các em không muốn học thuộc lòng từ vựng, kết quả là điểm số của chúng thường thấp khi tôi kiểm tra vốn từ vựng trong lớp.

Teaching vocabulary can be challenging when students lack enthusiasm and appear disengaged from the lessons This disinterest often leads to difficulties in memorizing vocabulary, resulting in poor performance and low marks during vocabulary assessments in class.

Many students lack enthusiasm for certain games, which contributes to their unpopularity, and there is a limited variety of teaching equipment available During an interview on February 20th, 2014, another teacher provided additional insights on this issue.

Trong quá trình dạy các hoạt động MI, một số trò chơi ít được biết đến có thể khiến sinh viên cảm thấy chán nản, đặc biệt khi áp dụng tính toán và kể chuyện Họ thường không muốn tham gia vào các hoạt động này Hơn nữa, các thiết bị hỗ trợ giảng dạy từ vựng còn hạn chế, và sách giáo khoa chứa các hoạt động MI trong lớp học không phong phú Do đó, tôi cần phải tự thiết kế nhiều hoạt động MI để thu hút học sinh hơn.

In teaching Multiple Intelligences (MI) activities, certain games are often overlooked, leading to student disengagement during calculation and storytelling exercises The lack of diverse equipment and resources for vocabulary instruction, particularly in textbooks featuring MI activities, further compounds this issue Consequently, I find it necessary to create a variety of MI activities to enhance student participation and learning engagement.

In short, in teaching vocabulary teachers may encounter with many difficulties in which students‟ enthusiasm for learning decides the success of teachers‟ teaching.

Suggestions for improvement

While MI activities are well-received by language teachers and students at Nguyen Chi Dieu Secondary School, certain recommendations should be considered to enhance the effectiveness of teaching and learning activities, as well as to achieve more realistic student learning outcomes.

MI theory emphasizes the necessity of all eight intelligences to enhance students' learning abilities and outcomes Consequently, teachers should recognize the equal importance of each intelligence in fostering student development Additionally, educators can guide students to leverage their stronger intelligences to aid in grasping subjects that typically engage their weaker intelligences For instance, when teaching vocabulary related to body parts, a teacher might encourage a musically intelligent student to create a song that incorporates various parts of the body.

Summary

In conclusion, the research highlights the limitations and challenges faced by both teachers and students in implementing Multiple Intelligences (MI) activities for vocabulary instruction in English Despite these difficulties, potential solutions have been identified to enhance the effectiveness of MI activities Notably, teachers have developed strategies to motivate students in their English vocabulary learning journey.

CONCLUSION AND IMPLICATIONS

A summary of the major findings

The research conducted on the application of Multiple Intelligences (MI) theory in teaching English vocabulary to 6th grade students at Nguyen Chi Dieu Secondary School revisits the initial research questions and summarizes the key findings.

Chapter Four reveals that the theory of multiple intelligences (MI) is commonly applied in classrooms through various activities The integration of MI activities in vocabulary instruction has created numerous opportunities for language teachers and students, facilitating a shift from traditional teaching methods to a more holistic approach that nurtures diverse intelligences, including verbal-linguistic and logical-mathematical skills.

Research Question 2 reveals that incorporating multiple intelligences activities in English vocabulary instruction significantly enhances student motivation and improves overall teaching and learning outcomes.

Research Question 3 reveals that both teachers and students encounter several challenges when implementing Multiple Intelligence (MI) activities in education Key issues include a lack of time, insufficient attention given to individual students, and the use of irrelevant textbooks.

Pedagogical implications

The findings highlight the necessity of using Multiple Intelligences (MI) activities for vocabulary instruction However, challenges arise in the implementation of these activities, impacting the teaching and learning process Consequently, the researcher offers several recommendations for educators to enhance the effectiveness of MI-based vocabulary teaching.

Teachers can group students based on various criteria such as shared interests, proficiency levels, classroom seating, or randomly to facilitate activities like storytelling and class discussions Flexibility in choosing strategies is essential for effectively enhancing students' vocabulary learning.

To enhance vocabulary learning, teachers should design and select a variety of engaging activities tailored to students' interests and lifestyles Understanding students' preferences is crucial for choosing effective tasks that motivate them Additionally, educators must invest time in preparing materials and selecting suitable activities that accommodate mixed-ability learners, ensuring all students can participate effectively.

To enhance students' learning, it is crucial to raise their awareness of the significance of vocabulary Teachers should encourage students to embrace English voluntarily rather than imposing it on them By understanding that they are responsible for their own success and failures, students will become more motivated to learn and engage with multiple intelligence (MI) activities, ultimately benefiting their educational journey.

An effective Multiple Intelligences (MI) activity requires strong collaboration between teachers and students To facilitate this, teachers should equip their students with essential skills for engaging successfully in MI activities.

To achieve success in learner-centered classrooms, students must actively collaborate with their teachers Recognizing their pivotal role in the learning process, students should select effective learning strategies and engage with educators to excel in multiple intelligence activities.

To become effective English learners, students should focus on enhancing their vocabulary through personalized learning methods Actively participating in Multiple Intelligences (MI) activities during class can significantly improve vocabulary acquisition and retention, making it a valuable strategy for effective language learning.

Students should focus on challenging vocabulary by creating a list of target words with their meanings This method allows them to systematically memorize each word It's crucial for learners to gauge their progress, as recognizing improvements in vocabulary acquisition can significantly boost their motivation and confidence.

This study faced limitations due to the restricted time frame of implementation, which impacted the results discussed Additionally, the findings would be more persuasive if video films were created to showcase teachers' motivation and the effectiveness of using Multiple Intelligences (MI) activities for teaching vocabulary.

This study involved grade 6 students at Nguyen Chi Dieu secondary school, highlighting the need for expanded research across various grades in lower secondary education Conducting broader studies will provide a more comprehensive understanding of how Multiple Intelligences (MI) activities are implemented at different educational levels and ages.

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This questionnaire is designed to explore the application of Multiple Intelligences in teaching vocabulary to 6th-grade students at Nguyen Chi Dieu Secondary School The data collected will be used solely for research purposes Participants are encouraged to read the questions carefully and provide their responses, with the option to select multiple answers for certain questions Additional insights are welcome, as they will enhance the qualitative aspects of the study.

Howard Gardner, a psychologist and educator from Harvard University, developed the Multiple Intelligences (MI) theory in 1983, which serves as an effective teaching method This theory identifies eight distinct types of intelligences.

* Visual–spatial: This area deals with spatial judgment and the ability to visualize with the mind's eye

* Verbal–linguistic: People with high verbal-linguistic intelligence display a facility with words and languages They are typically good at reading, writing, telling stories and memorizing words along with dates

* Logical–mathematical: This area has to do with logic, abstractions, reasoning, numbers and critical thinking

Individuals with bodily-kinesthetic intelligence excel in learning through physical movement and hands-on activities They typically thrive in environments that incorporate muscular engagement, such as sports, dance, acting, and crafting This intelligence allows them to effectively integrate movement into their learning experiences, enhancing their overall understanding and retention of information.

* Interpersonal: This area has to do with interaction with others

* Intrapersonal: This area has to do with introspective and self-reflective capacities

* Existential: Some proponents of multiple intelligence theory proposed spiritual or religious intelligence as a possible additional type

* Naturalistic: This area has to do with nurturing and relating information to one‟s natural surroundings

Please read the questions and tick (X) your answers!

1 Do you often use the Multiple Intelligences activities to teach English vocabulary?

2 Do you think students‟ multiple intelligences can be improved and developed through wide range of teaching –learning activities? (This is quite different from traditional viewpoint of education: intelligence is something innate, and cannot be adjusted or changed)

□ Strongly agree □ Agree □ A little disagree □ Strongly disagree

3 How often do your students often take part in your MI activities?

□ Very often □ Often □ Sometimes □ Rarely □ Never

4 Which of the following activities do your students like best?

Type of activities Very Quite Normal Not much Hate

5 What is/are the effects of using MI activities in teaching vocabulary?

□ Your students become more motivated in their learning

□ The results of your teaching are better

□ It help you teach more easily and effectively

6 Which problems do you often have in teaching English with MI activities?

□ Your students do not pay attention to MI activities in classroom

□ The textbook(s) which contain MI activities are difficult for students Others (Please specific): ………

7 Which is the most difficult that you faced in using MI in your teaching?

□ the tool for MI is not good

□ your students are not enthusiastic

Others (Please specific): Please give some personal information as below:

How long have you been teaching English:

Your name: (optional)……… Your age:……

Thank you for your co-operation!

Câu hỏi này nhằm khảo sát cách Đa trí tuệ được áp dụng trong việc dạy từ vựng tại lớp 6 của trường Trung học Cơ sở Nguyễn Chí Diểu Dữ liệu thu thập từ khảo sát này chỉ phục vụ cho mục đích nghiên cứu và không được sử dụng cho bất kỳ mục đích nào khác Kính mong thầy/cô đọc kỹ các câu hỏi và trả lời Thầy/cô có thể chọn nhiều ý kiến cho một số câu hỏi, và ý kiến bổ sung của thầy/cô sẽ góp phần nâng cao chất lượng nghiên cứu của tôi.

Suggestions for further research

This study focused on grade 6 students at Nguyen Chi Dieu Secondary School Future research should expand to include a larger sample across various grades in lower secondary education to gain a comprehensive understanding of how Multiple Intelligence (MI) activities are implemented at different educational levels and age groups.