Prediction of English Language Proficiency Level Using Multiple Intelligences Theory and Critical Thinking Skills

The present study investigated the possible relationships between multiple intelligences, critical thinking and language proficiency level of Iranian English as Foreign Language (EFL) learners. The participants of the study included 117 intermediate young-adult EFL learners from ILI language in-stitute in Tehran, Iran. The participants were invited to complete MIDAS and Critical thinking ques-tionnaires. To assess the participants’ English language proficiency, they were also asked to take a version of PET test. The results of the Pearson correlations showed that there was a meaningful rela-tionship between multiple intelligences and critical thinking. A meaningful relationship was also found between the multiple intelligences and the English language proficiency level as well as the critical thinking and the English language proficiency level of Iranian EFL learners. In addition, the results of the multiple regression showed that both multiple intelligences and critical thinking could predict 45.2% of the English language proficiency level of EFL learners. Our findings also indicated that the multiple intelligences and the critical thinking had a significant contribution to predict the English language proficiency level of Iranian EFL learners.