Correlation between Multiple Intelligences and English Language Teaching Strategies

Abstract

The current study aimed to examine the correlation between Common Multiple Intelligences (CMIs) and preferred English Language Teaching Strategies (PELTS) of English Language Teachers working in public sector schools of Southern Punjab. A sample of 100 female and 100 male English language teachers was selected using convenient sampling technique to investigate the correlation between the two variables of the current study as well as to assess gender differences on PELTS and CMIs among English language teachers of public schools of Southern Punjab. Two questionnaires were developed by adapting Armstrong’s Multiple Intelligences Inventory (MII) (1994) and Strategy Inventory of Language Learning (SILL) by Oxford (1990). Data obtained from the questionnaires was analyzed by means of descriptive statistical techniques, independent sample t-test and Spearman's rank correlation coefficient (r_s) with SPSS (V-20). A weak correlation r_s = 0.240 (significant at P<0.01 level) was found between PELTS (i.e. Memory Strategies) and CMIs (i.e. Verbal-Linguistic Intelligences) among English language teachers. These findings imply that the language teachers do not take into account their multiple intelligences (MIs) while designing or selecting English language teaching strategies (TS). It is recommended that the teachers must be aware of their own intelligence strengths to be better able to select good TS to help the young minds in achieving their learning goals. The study is expected to provide a framework for English language teachers to improve their teaching through adopting a more practical approach of utilizing their MIs in selection and development of TS.