The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English

Article excerpt


The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To confront this problem, the researcher developed a multiple-intelligences based program to enhance the speaking skills paying a due attention to the individual differences among students. The sample of the study consists of sixty fourth-year Prospective teachers of English. The Quasi-experimental research design was used in the study as the researcher used the one group pre-posttest to assess the usefulness of using this approach. Results of the study proved the effectiveness of Multiple-intelligences based Instruction on developing speaking skills of the pre-service teachers of English.

Keywords: of multiple intelligences-based instruction, speaking skills, pre-service teachers of English

1. Introduction

1.1 Introducing the Problem

The current study investigates the effectiveness of using a multiple intelligences based instruction on developing the speaking skills of English Majors. Therefore, the study is of ultimate importance because it deals with students teachers as they are to be teachers the next year to transfer these skills, if mastered, to their students.

The main hypothesis of the study is that there are statistically significant differences between the mean scores of the experimental group in Students' Performance in Speaking Skills and Subskills. The subskills included in the study are the oral presentation skills, making suggestions, making requests, and giving advice. In order to test these hypotheses, the researcher selected randomly a group of sixty students in Hurgada faculty of Education to be pretested and posttested to assess the effect of implementing the training programme.

The study represents a step towards developing English Majors' speaking skills. This desire arose from the importance of these skills for prospective teachers of English. Moreover, it should be of interest that the participants in this study are going to teach students to be proficient speakers afterwards.

1.2 The Importance of the Study

The current study is of special significance for the prospective teachers of English. The study adopts a new theory (MI Theory) in the field of English Language Teaching, which may result in many useful implications for teachers and researchers. MI Theory calls for multi-modal teaching strategies in which students are given more chances or options while they are learning and speaking. Multiple intelligences theory based instruction helps in involving and reaching more and more students in the learning process because it addresses various types of intelligences whether these intelligences are scholastic (verbal/linguistic intelligences and the logical/mathematical intelligences) or non-scholastic intelligences ( interpersonal, intrapersonal, and bodily-kinesthetic intelligences, etc.).

It also calls for giving a due care for the speaking skills because of the ultimate importance of these skills in the academic institutions or as a necessity for applying for certain jobs. Furthermore, Prospective teachers of English should develop their speaking skills to be able to develop these skills once they become teachers of English at schools. Mastering speaking skills is very important for those prospective teachers of English because they will be involved in situations that require them to be well-trained in such important skills. In addition, the study is also hoped that this study will help them develop teaching courses to meet the needs of the faculty of Education based on the learner-centered approach.

1.3 Relevant Scholarship

The ultimate goal of language use is to achieve communicative purposes. …


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