Investigating Learners’ Multiple Intelligences and L2 English Proficiency among Bangladeshi University Students
DOI:
https://doi.org/10.15282/ijleal.v16i1.13069Keywords:
Academic success, Alternative approach, Bangladesh, L2 English proficiency, Multiple intelligencesAbstract
Human intelligence is multidimensional, and each of the dimensions demonstrates unique potential, according to Howard Gardner’s multiple intelligences theory. People are not equally strong in every intelligence type; some have a greater influence, while others have less. If L2 English learners' intelligence types can be measured reliably, the more powerful types can be utilized in enhancing academic instruction, and the less powerful ones can be nurtured. This study investigates the major intelligence types of Bangladeshi L2 English learners at Gopalganj Science and Technology University (GSTU), a public university in Bangladesh, and their relationship with their English proficiency. It comprised 88 participants, who were enrolled in the undergraduate program in the English major. Two types of data were collected to answer the research questions of this study. The primary data collection tool was a two-part survey: Part A and Part B. While Part A elicited demographic information of the participants, Part B involved 80 statements categorized into 8 categories of intelligence types to measure participants’ intelligences. To measure participants' L2 English proficiency, the semester final scores of a basic English class, accessed from a web-based database, were used. Descriptive statistics and a bivariate correlation test were conducted to answer both research questions. Results demonstrated that participants’ most prevalent intelligence types were naturalist, intrapersonal, logical/mathematical, and bodily/kinesthetic; visual/spatial, interpersonal, verbal/linguistic, and musical intelligences were less significant. Moreover, it reports five positive, two negative, and one zero correlations between L2 English proficiency and intelligence types. Findings might contribute to self-understanding and reflection on multiple intelligences and L2 English proficiency for teachers and students alike. The study also recommends formulating a customized policy on the application of MI in English programs at the tertiary level of education in Bangladesh.
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