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  • EuroAmerican Journal of Applied Linguistics and Languages E-JournALL Volume 2, Issue 1, August 2015, pages 70-83 ISSN 2376-905XDOI http://dx.doi.org/10.21283/2376905X.2.25www.e-journall.org

    Copyright 2015. This work is licensed under the Creative Commons Attribution4.0 International License.

    *Contact: z.abolfazli1986@gmail.com

    The relationship between Iranian university EFL students multiple intelligences and their use of language learning strategies:

    An exploratory study

    ZAINAB ABOLFAZLI KHONBI*, MOHAMMAD MOHAMMADI Urmia University

    Received 10 September 2014; received in revised form 12 December 2014; accepted 20 March 2015

    ABSTRACT EN The present research contributes to an increased understanding of the potential relationships between multiple intelligences

    and the choice and frequency of use of language learning strategies. Forty-one EFL students from Urmia University (Iran) completed Oxfords (1990a) Strategy Inventory for Language Learning and the McKenzie (1999) Multiple Intelligences Inventory. Data analyses revealed a moderately positive relationship between the participants multiple intelligences and language learning strategy use (r = .58). Pearson Product-Moment correlation also showed medium-to-large positive relationships within and among the categories of multiple intelligences and the types of language learning strategies. Implications of this study for EFL education are discussed, and suggestions to improve students performance are provided.

    Key words: LANGUAGE LEARNING STRATEGY, MULTIPLE INTELLIGENCES, STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE.

    ES La presente investigacin aporta una mayor comprensin de las potenciales relaciones entre las inteligencias mltiples, tanto en la eleccin como en la frecuencia de uso de las estrategias de aprendizaje de lenguas. Un total de cuarenta y un estudiantes de ingls como lengua extranjera de la Universidad de Urmia (Irn) contest a los cuestionarios del Strategy Inventory for Language Learning de Oxford (1990a) y del Multiple Intelligences Inventory de McKenzie (1999). El anlisis de datos revel una relacin moderadamente positiva entre las inteligencias mltiples de los participantes y el uso de estrategias de aprendizaje de lenguas (r = 0,58). La correlacin producto-momento de Pearson tambin registr relaciones positivas de media a gran escala en (y entre) las categoras de las inteligencias mltiples y los tipos de estrategias de aprendizaje de lenguas. Se incluye una discusin de las implicaciones de este estudio en el mbito del ingls como lengua extranjera, y se proporcionan distintas sugerencias para mejorar el rendimiento de los estudiantes.

    Palabras clave: ESTRATEGIAS DE APRENDIZAJE DE LENGUAS, INTELIGENCIAS MLTIPLES, ESTUDIANTES DE INGLS COMO LENGUA EXTRANJERA.

    IT Questa ricerca contribuisce a comprendere maggiormente le potenziali relazioni tra le intelligenze multiple e la scelta e la frequenza d'uso delle strategie di apprendimento linguistico. Quarantuno studenti di inglese come lingua straniera (EFL) dell'universit di Urmia (Iran) hanno completato il Strategy Inventory for Language Learning di Oxford (1990a) e il Multiple Intelligences Inventory di McKenzie (1999). L'analisi dei dati ha rivelato una relazione moderatamente positiva tra le intelligenze multiple e l'uso della strategia di apprendimento linguistico dei partecipanti (r = .58). La correlazione Prodotto-Momento di Pearson ha altres dimostrato una sostanziale connessione positiva all'interno e tra le categorie delle intelligenze multiple e i tipi di strategie di apprendimento linguistico. Si include una discussione finale sulle implicazioni di questo studio per la formazione in inglese come lingua straniera (EFL) e suggerimenti per migliorare la performance degli studenti.

    Parole chiave: STRATEGIE DI APPRENDIMENTO LINGUISTICO, INTELLIGENZE MULTIPLE, STUDENTI DI INGLESE COME LINGUA STRANIERA.

    http://www.e-journall.org/

  • EFL STUDENTS MULTIPLE INTELLIGENCES

    E-JournALL, 2(1) (2015), pp. 70-83 71

    1. Introduction Over the past few decades, mainly in Western countries, a remarkable shift in focus from teaching to

    learning (Lessard-Clouston, 1997; Peng, 2002) has taken place within the field of Foreign Language (FL) or Second Language (SL) education. Individual differences among students, such as learning strategies, learning aptitude, culture, gender, etc., have acquired a prominent role in FL/SL learning (Ehrman, 1990; Galbraith & Gardner, 1988; Oxford & Ehrman, 1993; Skehan, 1989). The present research aims to shed light on the connection between two of these variables: multiple intelligences (MI) scores of learners and their use of language learning strategies (LLS). The results of this study may offer a deeper understanding of strategy use among EFL learners in general, and in an Iranian context in particular. In the next two sections, we provide a succinct account of language learning strategies and multiple intelligences.

    2. Language learning strategies Wenden (1986) pointed out that, in the context of language teaching and learning, if the answers are

    given to the students, the immediate problem is explained, but if the students are taught the strategies to find the answers for themselves, they are given the authority to be in charge of their own learning. Language learning strategies (LLS) are the conscious actions or steps taken by the learners to develop and control their language learning (Cohen & Macaro, 2007; Oxford, 1996, 2011). As defined by Cohen (1998), LLSs are "the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge of a target language" (p.68). Oxford (1990a) also described LLSs as "specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations" (p. 8).

    The strategies themselves, however, have been classified differently by OMalley and Chamot (1990) and by Oxford (1990a). OMalley and Chamot (1990) divided them into three groups of metacognitive, cognitive, and social and affective LLSs. These authors defined cognitive LLSs as those that "operate directly on incoming information, manipulating it in ways to enhance learning" (p. 44). They referred to metacognitive LLSs as "higher order executive skills that may entail planning for, monitoring, or evaluating the success of a learning activity" (p. 44). Social and affective LLSs, according to OMalley and Chamot, deal with the control of affect and interaction with others. Oxford (1990a) instead made a distinction between two broad classes of LLSs, direct and indirect strategies. The direct LLSs include memory strategies, used for storing and retrieving new information; compensation strategies, utilized for overcoming gaps in the learners knowledge; and cognitive strategies, applied for comprehending and producing language. These direct LLSs are concerned with "language itself in a variety of specific tasks and situations" (p. 14), while indirect LLS deal with "the general management of learning" (Oxford 1990a, p. 15). The indirect strategies included metacognitive strategies, which carry out the management and coordination of the learning process; social strategies, which are related to learning through interaction with others; and affective strategies; which concern the emotional regulation of language learning. The distinction between these scholars classifications of LLSs may simply be a matter of perspective, however. Oxfords categorization was more detailed as it contained multiple specific categories, even though the author gathered LLSs in two broad umbrella terms, while in OMalley and Chamots distinction fewer categories are identified, thus making it seem not as comprehensive as Oxfords. In this paper, we have followed Oxfords categorization to get an in-depth understanding of the strategies the participants used and have taken a quantitative approach to this purpose.

    2.1 Language learning strategies in FL/SL teaching The field of FL/SL teaching was introduced to the concept of LLS through the work of Rubin (1975).

    The conduct and behaviors of good language learners became the focus of studies hoping to make recommendations and generalizations about the ways to improve the efficiency of SL/FL learning/teaching programs (Naiman, Frohlich, & Todesco, 1978). LLSs are often contrasted with communication strategies that, unlike LLSs, deal with the production of second language output and not its acquisition and internalization. Due to their problem-oriented nature, LLSs are also contrasted with learning styles. Brown (1994) differentiates the two by proposing that strategies are applied when learners face specific learning difficulties, hence, their strategic approach may vary with respect to the nature of the particular learning problem while styles are more or less fixed and do not substantially change from one learning task to another.

    A great number of studies have shown the important role LLSs play in increasing the efficiency of language learning and in bringing forth a positive impact on the language use of the learners (Cohen &

  • ABOLFAZLI KHONBI & MOHAMMADI

    E-JournALL, 2(1) (2015), pp. 70-83

    72

    Weaver, 1998; Wenden & Rubin, 1987). Investigations in this area have established that not all language learners use LLSs in the same fashion. Use of LLSs is found to be influenced by a number of variables (Oxford, 1990a), and the frequency and choice of LLSs is specific to every individual (Chamot & Kupper, 1989). The individual differences that have been identified include previous experience, motivation, gender, learning style, different personality types, and intelligence (e.g., Cohen, 1990; Ehrman & Oxford, 1990; MacIntyre

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