THE RELATIONSHIP BETWEEN EFL LEARNERS’ MULTIPLE INTELLIGENCES AND THEIR PERFORMANCE ON INFORMATION-GAP WRITING TASK

Multiple Intelligence Theory (MIT) claims that there are at least eight different human intelligences (Gardner, 1983). The theory stressed that if individual differences are taken into account and classroom activities are diversified, language learners can improve their language skills. The present study was conducted to investigate the existence of any possible relationship between Iranian intermediate English as a Foreign Language (EFL) learners’ Multiple Intelligences (MI) and their performance on information-gap type of writing task. The Preliminary English Test (PET) was employed to homogenize 60 participants regarding their proficiency in English. The final test-takers were 40 (17 males and 23 females). One of the other instruments used was Multiple Intelligence Developmental Assessment Scales (MIDAS) (Shearer, 1994). Another instrument used was information-gap writing task. Based on Pearson Product-Moment Correlation analysis, the results of the study indicate that there is a statistically significant and positive relationship between the participants’ performance on information-gap writing task and linguistic, interpersonal and intrapersonal intelligences. The findings suggest English teachers to consider the role of MI and provide more effective activities in line with individual differences in the class.