[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589576-105":59,"doc-detail-589576-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","advances-in-language-and-literary-studies-vol-6-no-4-flourishing-creativity-literacy","Advances in Language and Literary Studies - Vol. 6 No. 4 - Flourishing Creativity & Literacy","","Gardner’s Multiple Intelligences Theory (MIT) has been widely adopted in language acquisition, yet learning-styles research has not fully leveraged it as an alternative construct. This study investigates how MI-based activities, treated as learning styles, affect Iranian TEFL university students’ listening proficiency. Two groups (EG1, N=30; EG2, N=30) received different MI-focused activity sets. TOEFL listening scores showed significant pre-to-post improvement and differences between EG1 and EG2, with EG1 outperforming EG2.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/advances-in-language-and-literary-studies-vol-6-no-4-flourishing-creativity-literacy/589576/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/advances-in-language-and-literary-studies-vol-6-no-4-flourishing-creativity-literacy/589576.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main goal of the study?","Question",{"text":112,"@type":113},"To examine the potential effects of MI-based activities, considered as learning styles, on the listening proficiency of Iranian TEFL university students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the two experimental groups (EG1 and EG2) different?",{"text":117,"@type":113},"EG1 worked on activities across multiple intelligences, while EG2 focused only on activities related to their most developed intelligence.",{"name":119,"@type":110,"acceptedAnswer":120},"Which instrument was used to identify students’ preferred intelligences?",{"text":121,"@type":113},"McKenzie’s (1999) MI Inventory was used to identify the subjects’ preferred intelligences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589576,1792211382,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 6 No. 4; August 2015  \nAustralian International Academic Centre, Australia  \nFlourishing Creativity & Literacy  \nComparing the Effects of Two Facets of Multiple Intelligences Theory on Developing EFL Learners’Listening  \nMa’ssoumeh Bemani Naeini  \nDepartment of English, Mashhad Branch, Islamic Azad University  \nPO box 91735-413, Mashhad, Iran  \n[E-mail: mbemani.2000@gmail.com](E-mail: mbemani.2000@gmail.com)  \nDoi:10.7575/aiac.alls.v.6n.4p.62  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.62](http://dx.doi.org/10.7575/aiac.alls.v.6n.4p.62)  \nReceived: 16/03/2015  \nAccepted: 25/05/2015  \nAbstract  \nGardner ’s Multiple Intelligences Theory (MIT), however having been embraced in the field of language acquisition, has apparently failed to play a role in research on learning styles as an alternative construct. This study aims at examining the potential effects of MI-based activities, as learning styls, on the listening proficiency of Iranian TEFL university students. Based on two assumptions derived from MIT, one of the experimental groups (EG1; N=30) worked on activities across intelligences while the other experimental group (EG2; N=30) focused on the activities related to their most developed intelligence. McKenzie ’s (1999) MI Inventory was used to identify the subjects’ preferred intelligences. There was a significant difference between listening scores on TOEFL before and after the intervention of MI-based activities as well as between the two experimental groups, indicating EG1 outperforming EG2 . So, as the findings reveal, integration of MIT can significantly contribute to the enhancement of EFL learners ’ listening comprehension and the effect is even more significant if teachers practice an integration of all intelligences rather than the most developed ones, only.  \nKeywords: Multiple Intelligences Theory, learning styles, listening proficiency, Iranian EFL context  \n1. Introduction  \nListening has been considered the cornerstone of language development. For one thing, it has been estimated to be the most frequently used language skill. For instance, Asher (1982) calculated that “by the time a child reaches age six, he or she has listened to his or her native language for a minimum of 17,520 hours, equivalent to more than 50 years of college instruction” (p. 2) . Also, owing to the development of communicative and proficiency approaches to the language teaching over the past decades, listening in the second/foreign language classroom is not regarded as a\"passive\" or \"receptive\" skill any more, but an active process in that meaning is constructed from a stream of sounds (Feyten, 1991; Field, 2000; Joiner, 1991; Richards, 1983) .  \nMoreover, listening plays an important role in students ’academic success (Feyten, 1991; field, 2003) . In this respect, listening has been regarded as an enabling skill helping students with other skills. For instance, Dunkel (1991) maintains that the key to achieving proficiency in speaking is the proficiency developed in listening comprehension. Nord (1981) noted that proficiency in listening is “readily transferable to other language skills, (including speaking and reading)”(p. 72) .  \nMore recent research testifies to the important role of modernity in people ’s listening in everyday life. For example, Vandergrift (2007) links the development of listening to modern life condition. As he states, many learners tend to use“the rich variety of aural and visual L2 texts available today via network-based multimedia, such as online audio and video, YouTube, podcasts, and blogs”(p. 191) . In this respect, EFL learners are no exception since they are encouraged to use authentic materials and such multimedia may provide them with good source of exposure.  \nNevertheless, in spite of a good deal of emphasis on the importance of listening skills in current textbooks, listening still remains as a source of difficulty for language lear","cbCaivPFY0TBoHXQ","https://ap.wps.com/l/cbCaivPFY0TBoHXQ","pdf",210285,"English","# Abstract\n# Keywords\n# 1. Introduction","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"To examine the potential effects of MI-based activities, considered as learning styles, on the listening proficiency of Iranian TEFL university students.\"},{\"question\":\"How were the two experimental groups (EG1 and EG2) different?\",\"answer\":\"EG1 worked on activities across multiple intelligences, while EG2 focused only on activities related to their most developed intelligence.\"},{\"question\":\"Which instrument was used to identify students’ preferred intelligences?\",\"answer\":\"McKenzie’s (1999) MI Inventory was used to identify the subjects’ preferred intelligences.\"}]","Advances in Language and Literary Studies - Vol. 6 No. 4 - Flourishing Creativity & Literacy | PDF",1792067657,25]