The Relationship between Iranian EFL Instructors’ Multiple Intelligence Ability and Reflective Teaching

Fahiemh Shahriari
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Fahiemh Shahriari: Department of Linguistics and Foreign Languages, Payame Noor University, Rasht, Iran.

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2018, vol. 10, issue 1 Supp, 97-109

Abstract: The present study was an attempt to investigate the relationship between reflective teaching and multiple intelligence ability of Iranian EFL teachers. In order to conduct the research, out of a total number of 130 EFL teachers from different English institute in Tehran, 80 of them with teaching experience between 4 to 6 years were selected by convenience sampling. The required data for this study came from two questionnaires. One reflective teaching questionnaire for assessing teachers’ reflectivity level in teaching and one multiple intelligence questionnaire for assigning teachers’ level of intelligence. In order to analyze the raw data of the research, descriptive statistics followed by Pearson correlations were run to answer the research questions. The findings of first question showed that there were statistically significant relationships between total multiple intelligence ability of Iranian EFL teachers and reflective teaching. The results of second question showed that out of 8 intelligence types, five of them namely natural intelligence, intrapersonal intelligence, interpersonal intelligence, logical intelligence, verbal intelligence were significantly associated with reflective teaching. The findings of the present study may be beneficial to language teachers in Iranian EFL setting, education authorities and material developers who teaching English language is their concern

Keywords: reflective teaching; EFL teachers; multiple intelligence (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2018
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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:10:y:2018:i:1supp:p:97-109

DOI: 10.18662/rrem/39

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