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It addresses the limitation of the traditional “one size fits all” view that many EFL teachers still use and that student preferences are often overlooked. Data were collected through a questionnaire. Results show no significant gender differences across intelligence types except bodily-kinesthetic intelligence. Dominant intelligences rank from interpersonal to naturalistic.",{"@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/multiple-intelligences-based-planning-of-efl-classes-article/589765/",{"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/multiple-intelligences-based-planning-of-efl-classes-article/589765.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-12","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the primary goal of the study?","Question",{"text":112,"@type":113},"To create a plan for teaching EFL classes by identifying university students’ dominant multiple intelligences and examining gender-related differences in intelligence types.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were data and student intelligence types collected?",{"text":117,"@type":113},"A questionnaire was used as the research instrument to collect data for analyzing students’ multiple intelligences.",{"name":119,"@type":110,"acceptedAnswer":120},"Did the study find gender differences in intelligence types?",{"text":121,"@type":113},"No significant differences were found between female and male students for most intelligence types, except for bodily-kinesthetic intelligence.","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},589765,1792165933,{"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":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"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},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Multiple Intelligences-Based Planning of EFL Classes\u003Cbr>Sanan Shero Malo Zebari1*, Hussein Ali Ahmed Allo2, Behbood Mohammedzadeh3\u003Cbr>1Department of English language, Faculty of Humanities, University of Zakho, Duhok, Iraq 2Department of English language, College of Languages, Nawroz University, Duhok, Iraq, 3Department of ELT, Faculty of Education, Cyprus International University, North Cyprus Corresponding Author: Sanan Shero Malo Zebari, E-mail: [sanan.malo@uoz.edu.krd](sanan.malo@uoz.edu.krd) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The present study aimed to set a plan for teaching EFL classes based on the identification of university students’ dominant multiple intelligences in EFL classes, and the differences in the types of intelligence between female and male students in terms of their gender. The problem the present study aimed to address is that the traditional concept that “one size fits all” is still adopted by many EFL teachers, and that EFL students’differences and preferences are noticeably unheeded. It is believed that identifying students’ dominant intelligences is a sound remedial solution for such a problem before embarking on any teaching program. Moreover, getting students aware of their different types of intelligence will motivate and encourage them in the classroom. The researchers used a questionnaire as a research instrument for data collection. The results arrived at showed that there were no significant differences in the types of intelligence between female and male students in terms of their gender, except for bodily- kinesthetic intelligence. They also showed that the dominant intelligences were ranked from the highest to the lowest as follows interpersonal, linguistic, spatial, logical-mathematical, bodily kinesthetic, intrapersonal, musical, and naturalistic. |\n| Article history\u003Cbr>Received: December 17, 2017\u003Cbr>Accepted: March 07, 2018\u003Cbr>Published: April 30, 2018\u003Cbr>Volume: 9 Issue: 2\u003Cbr>Advance access: March 2018 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Students’ Differences, Identifying,\u003Cbr>Gender,\u003Cbr>EFL classes,\u003Cbr>Dominant Multiple Intelligences, Questionnaire |  |\n\nINTRODUCTION  \nWhen teaching EFL classes, many teachers are unaware of their students’ different intelligences, potentials, and preferences. They still teach in the traditional view “one size fits all”. This philosophy, in many cases, results in unsuccessful and fruitless teaching styles. So it becomes difficult for such teachers to reach or motivate their students in the classroom. In other words, it makes students encounter difficulties in achieving better learning due to specific teaching styles adopted by teachers. The present study aimed to address this problem in the light of Multiple Intelligences theory (henceforth, MI theory) . In this respect, Hess (2001) emphasized the importance of variety in all teaching particularly multilevel classes because of the different learning styles and spans of attention to relate to. So a variety of activities is important in all learning environments especially multilevel classes because such varieties of activities and tasks can accommodate different levels of students in the classroom. For example, in a vocabulary lesson, students can have different tasks; some can look up the dictionary definition of words, others can find sentences in the text where the words appeared, while others can have their own sentences with new words. Teachers can change group tasks because students  \ncannot concentrate on one activity for more than a limited period of time.  \nSimilarly, Harmer (2012) stated that lessons should cater for the different kinds of students’preferences. For example, visual stimuli can be used in one lesson, but using music in another. He added that there should be a record of what kind of activities are successful with which kin","cbCaic7SqoSROMP8","https://ap.wps.com/l/cbCaic7SqoSROMP8","pdf",392289,"English","# Introduction\n## Multiple Intelligences theory in EFL teaching\n## Variety of activities and student preferences\n## Learner autonomy and classroom planning\n## Study rationale and importance","[{\"question\":\"What was the primary goal of the study?\",\"answer\":\"To create a plan for teaching EFL classes by identifying university students’ dominant multiple intelligences and examining gender-related differences in intelligence types.\"},{\"question\":\"How were data and student intelligence types collected?\",\"answer\":\"A questionnaire was used as the research instrument to collect data for analyzing students’ multiple intelligences.\"},{\"question\":\"Did the study find gender differences in intelligence types?\",\"answer\":\"No significant differences were found between female and male students for most intelligence types, except for bodily-kinesthetic intelligence.\"}]","Multiple Intelligences-Based Planning of EFL Classes - Article | PDF",1792068080,15]