Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/9464
Title: A Comparative study between the effects of intrapersonal and linguistic intelligences on the narrative paragraph
Other Titles: the case of master one (M1) EFL students at Larbi Ben M’hidi
Authors: Sigha, Kahina
Bechoua, Soraya
Keywords: Multiple intelligence theory
Intrapersonal intelligence
Linguistic intelligence
Issue Date: 2020
Publisher: أم البواقي
Abstract: Writing remains one of the most challenging skills in a foreign language for EFL/ESL learners. It requires many efforts and practices to come out with a righteous writing product. Because of the complexity of this skill, many teachers and learners face a number of issues in the teaching/learning process. While the former requires to provide the accurate teaching style to cope with all the individual differences in the classroom, the latter should adopt the best ways and strategies of learning. In this research work, the aim is to make students aware of their strengths and weaknesses by knowing the appropriate learning style that matches best their intelligence as suggested by the multiple intelligence (MIT). The main objective of the study is to find out whether there is a significant difference in students' writing abilities through using their intrapersonal and linguistic intelligences ,and also to emphasize the importance of MIT. This research is conducted with a group of 18 EFL master one (M1) students at Larbi Ben M'hidi University-Oum Bouaghi. The participants were categorized into two groups according to their dominance of intrapersonal and linguistic intelligences. A comparative correlation study is used in order to investigate whether both groups of intrapersonal and linguistic intelligences show a better mastery of narrative writing or not. A Multiple Intelligence inventory and medium-length paragraphs written by the students were used to collect data. Moreover, the statistical t-test is used to add a statistical significance to the results and the writing rubric to assess the students' writing performance. The findings of this investigation have shown that there is no significant difference between the writing performances of both groups , and that the two groups did well in this task that is narrative writing. Some recommendations for multiple intelligence theory are inserted in the dissertation as well as the limitations of this work.
URI: http://hdl.handle.net/123456789/9464
Appears in Collections:قسم اللغة الإنجليزية

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