An investigation of multiple intelligences and self-efficacy in the university English as a second language classroom

The application of multiple intelligence (MI) theory is suggested as the ideal way to reach diverse populations of students (Christison, 1999). Current research indicates that MI theory implementation has been successful in producing resource-rich environments for diverse learners (Green, 1999). However, the studies on MI theory and related academic achievement have concentrated on pedagogical implications. The purpose of the present study was to examine the use of multiple intelligences in the university EFL classroom. Participants in the study included 67 students and 10 teachers from a public and private university in the Washington, DC area. The correlation between multiple intelligences used in the classroom and student self-efficacy was examined. Findings indicate that 90% of the teachers in the study tend to stress mathematical logical, linguistic and interpersonal intelligences more than others in these university classrooms. Students reported the greatest strengths in mathematical-logical, visual-spatial, intrapersonal and interpersonal intelligences. Correlation analysis revealed that highly significant positive correlations were found between reading self-efficacy and mathematical-logical and interpersonal intelligences. In addition, strong positive correlations were found between writing self-efficacy and interpersonal, intrapersonal, bodily-kinesthetic and linguistic intelligences. Finally, speaking self-efficacy was found to be positively correlated with interpersonal and visual-spatial intelligence. Regression analysis found 13% of the variance in reading self-efficacy could be explained by the interaction between the mathematical logical intelligence scores. Regarding writing self-efficacy, it was found that 16.3% of the variance in mean scores of international EFL students can be explained by the interaction between interpersonal intelligences scores. In addition, 24% of the variance in mean scores for writing self-efficacy can be explained by the interaction between multiple intelligence scores in linguistic intelligence. It was found that 17.5% of the variance in mean self-efficacy writing scores can be explained by the interaction between intrapersonal scores. It was found that 14.7% of the variance in speaking self-efficacy can be explained by the negative interaction between musical intelligence scores. The implication of this study is that with the integration of intelligences into EFL lessons, there will be an effect on self-efficacy in English language learning.