An Investigation into the Relationship between EFL Teachers’ and Students’ Multiple Intelligences and Teaching Styles

The present study investigates the relationship between multiple intelligences and teaching styles of English as Foreign Language (EFL) learners and teachers. The participants of the study included 106 EFL teachers and 400 EFL learners. Teachers were invited to complete a Multiple Intelligences Inventory for EFL Teachers, developed by Christison (1998) and a Thinking Styles Inventory in Teaching, developed by Grigorenko and Sternberg (1993). The students were also asked to com-plete Student-Generated Inventory for Secondary Level and Young Adult Learners, which was de-veloped by Christison (1996; 1998). The results of the descriptive statistics showed that EFL teach-ers and students preferred the interaction of different kinds of multiple intelligences and teaching styles in the classroom. Pearson correlation, three-way ANOVA and Multivariate ANOVA further illustrated that there was a significant relationship between EFL teachers’ multiple intelligences and the styles of teaching. Factors such as age, field of study and gender, however, did not have any significant effect on multiple intelligences and teaching styles of EFL teachers.