INTRODUCTION
Rationale for the study
English serves as a global language, facilitating communication across the world According to Crystal (2003), a language gains international status through the influence of its speakers Proficiency in English opens doors to a vast array of entertainment, as many of the world's leading films, books, and music are created in this language These factors underscore the importance of learning English in today's society.
English is a globally preferred language for education, work, and communication, as noted by Ammon (2001: 345) Many countries, including Vietnam, mandate English as a compulsory subject in schools Consequently, educators and English teachers are engaged in ongoing research to enhance the effectiveness of teaching the four essential skills: listening, speaking, reading, and writing.
Speaking is a vital skill that reflects learners' comprehension and practical use of a language, highlighting the discrepancies between their intended messages and their actual communication abilities In my experience teaching at a high school in Hanoi, I've observed that many students struggle with speaking, often feeling a lack of confidence when required to present in front of their peers.
As Gentry (2013) mentioned in his journal article „Differentiated Instructional Strategies to Accommodate Students with Varying Needs and Learning Styles‟, students enter classrooms with different abilities, learning styles,
Every student possesses unique needs, interests, and types of intelligence, which necessitates personalized learning paths It is essential that all students have the opportunity to learn in ways that leverage their strengths while addressing their weaknesses However, catering to the diverse learning requirements of students poses a significant challenge for educators, especially for English teachers.
Drawing from practical experience in education and an extensive review of ESL/EFL literature, I initiated a research project titled “Improving High School Students' Speaking Skills Through a Multiple Intelligences-Based Syllabus: An Action Research Study at a High School in Hanoi.” This study utilized a syllabus grounded in Howard Gardner's theory of multiple intelligences to enhance students' speaking abilities.
(1993) because I would like to utilize the strengths and favorite fields of my students with the purpose of inspiring them to enhance their English-speaking competence.
Aims and objectives of the study
The study primarily aimed to evaluate the impact of incorporating multiple intelligence (MI) activities into speaking lessons for 11th-grade students, focusing on the enhancement of their speaking skills Additionally, it sought to identify the challenges faced by both teachers and students when engaging with MI activities in high school speaking lessons.
To achieve these aims, the study had to obtain the following three objectives:
- Investigate the extent to which the students‟ speaking skills can be enhanced through their participation in the MI activities
- Explore the students‟ attitudes in regards to the MI activities organized in speaking lessons
- Enquiry the challenges faced by the teacher and the students when the MI-based syllabus was applied.
Research questions
There are three research questions the author would like to address when conducting this study:
1 To what extent does the MI-based syllabus enhance the students' speaking skills?
2 What are the students‟ attitudes towards the MI activities in speaking lessons?
3 What challenges do the teacher and students encounter while teaching and learning speaking skills through MI-based syllabus?
Significance of the study
1.4.1 Practical significance of the study
The research presents significant benefits for both teachers and students, providing valuable insights for high school educators and their students The findings highlight which multiple intelligences should be prioritized in speaking classes and offer strategies for implementing a MI-based syllabus to enhance student engagement and improve speaking skills For students, this study addresses their challenges in speaking, fostering confidence in their abilities Ultimately, the research contributes to more effective and enjoyable teaching and learning of speaking skills in high school settings.
1.4.2 Theoretical significance of the study
This research serves as a valuable reference for scholars interested in exploring students' speaking skills through Multiple Intelligences (MI)-based activities at various educational levels The activities developed in this study offer practical suggestions for English teachers seeking to implement differentiated approaches that actively engage all students in the learning process.
Scope of the study
In the realm of language skills—listening, speaking, reading, and writing—speaking was selected for this study due to its perceived difficulty among students Various perspectives exist regarding the components of speaking skills; however, this research adheres to Hormailis's (2003) framework, which identifies vocabulary, grammar, fluency, and pronunciation as key criteria for evaluating students' speaking proficiency.
4 criteria could help researcher find out on which aspect the students have improvement after the employment of different MI activities
Gardner (1999) identified nine multiple intelligences, but this research primarily focuses on two: Kinesthetic intelligence and Interpersonal intelligence These two intelligences are prevalent among the students involved in the study, which will be elaborated upon in the Methodology chapter.
A class of forty-two students from grade eleven was investigated during 12 weeks They had one speaking period per week and each period lasted for forty-five minutes
This study aims to develop a syllabus based on Multiple Intelligences (MI) by identifying specific MI activities that can be integrated into speaking lessons Consequently, "MI activities" will be recognized as the fundamental component of the MI-based syllabus.
Methods of the study
The study was carried out adopting action research approach Four instruments were employed in this study: questionnaire, test, class observation and interview
A study involving 42 eleventh graders from class 11A1 at a high school in Hanoi utilized pre-action and post-action questionnaires to assess student intelligences and their attitudes towards multiple intelligences (MI)-based activities in speaking lessons The pre-action questionnaire identified the dominant intelligences among students, enabling the teacher to tailor lesson plans to nurture these strengths The post-action questionnaire evaluated students' perceptions of MI-based activities and identified challenges they faced in developing speaking skills through this syllabus.
The study utilized pre-tests and post-tests to evaluate student performance and measure the effectiveness of a MI-based syllabus in improving speaking skills The comparison of results from both tests highlights the degree of enhancement in students' speaking abilities.
Class observation was implemented during 12 weeks with the purpose of assessing students‟ interaction when joining MI activities
Interview conducted with the teacher aimed to find out the teacher‟s challenges when organizing MI activities in speaking lessons
The combination of different instruments used in this study is supposed to help gain reliable data and a close investigation into the problems that students are having.
Structure of the study
In order to make this research easy to follow, the researcher would like to present the organization of the thesis:
Chapter 1: Introduction - consists of rationale for the study; aims, significance, scope of the study; three research questions, research methodology and structure of the study
Chapter 2: Literature review - provides a review of basic concepts and knowledge relevant to the study, in which the principles of designing a MI-based syllabus as well as advantages and disadvantages of applying MI activities in speaking lessons were discussed
Chapter 3: Methodology - presents an overview of the current situation of teaching and learning speaking at a high school in Hanoi Instruments and Procedures for Data collection and analysis are also mentioned in this chapter
Chapter 4: Findings and discussions – represents the results and discussions of the findings related to the research questions
Chapter 5: Conclusion - summarizes the major findings and discusses some limitations of the study as well as suggests some recommendations for further studies
Besides, the list of references and appendices are also parts of the study
This section outlines the rationale, objectives, and significance of the study, clearly identifying the research methodology alongside three key research questions and a defined scope Additionally, a chapter-by-chapter overview of the thesis justifies the main content and organization of the research.
LITERATURE REVIEW
Speaking skills
Speaking skills, according to Chaney & Burk (1998), are the processces of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts
According to Nunan (2003), speaking skills encompass the ability to produce English speech sounds, effectively utilize word and sentence stress, and apply appropriate intonation patterns Additionally, it involves selecting words, phrases, and sentences that are contextually relevant and logically structured for effective communication.
In her 2016 research, Đỗ Thị Mai Hương referenced Florez's 1999 definition of speaking as an interactive process that entails the construction of meaning through the production, reception, and processing of information.
Effective speaking skills are essential for human communication, allowing individuals to express their thoughts and understand others For language learners, developing these skills is crucial for achieving their communicative goals.
The components of speaking skills have been widely investigated Dendrinos
(2016) stated that speaking competence includes Interaction skills (openings, turn- taking, interrupting, topic-shift, adjacency pairs, closings) and Communication strategies (message adjustment/ avoidance, paraphrase, asking for repetition etc.)
In a more detail and distinct classification, Heaton (1988:100) introduced four components of speaking skills which are Accuracy (in terms of pronunciation,
7 grammar and vocabulary), Fluency, Comprehensibility and Content Meanwhile, Hormailis (2003:6) pointed out 4 sub-skills of speaking They are: a Vocabulary
Vocabulary plays a crucial role in effective speaking, as it involves selecting the right and appropriate words (Ur in Hormailis 2003:6) A rich vocabulary is vital for successful second language acquisition; without it, students struggle to apply learned structures and functions, hindering their ability to communicate clearly.
Grammar serves as the framework for a language, detailing how words can change forms and combine into coherent sentences (Harmer, 2001:12) Its primary function is to convey the correct meaning within context, thereby minimizing misunderstandings among communicators Effective communication relies on the clarity of grammar, making it essential for speakers to be mindful of their grammatical usage to ensure smooth interactions.
Speaking involves the oral reproduction of words, facilitating an exchange of ideas between a speaker and a listener Fluency, a key component of effective speaking, is defined as the ability to communicate clearly, accurately, and spontaneously It encompasses expressing thoughts confidently, without unnecessary pauses or hesitation, while also ensuring proper pronunciation.
Pronunciation plays a crucial role in helping students articulate their speech clearly, enabling effective communication even with limited vocabulary and grammar It encompasses the conventional or customary way of uttering words As highlighted by Kline (2001:69), good pronunciation allows students to express themselves clearly, emphasizing its importance in language learning.
Besides, Kelly (2000:11) says that problems could be caused by using the stress and the intonation inaccurately
Hormailis identifies four sub-skills essential for effective communication, while Cohen et al (2005:51) adds a fifth aspect: comprehension and interactive communication Comprehension involves the ability to understand and process discourse, allowing individuals to accurately interpret the meaning of sentences On the other hand, interactive communication refers to a candidate's skill in engaging with both the interlocutor and fellow candidates, demonstrating the ability to initiate and respond appropriately, and maintain the necessary speed and rhythm to meet task requirements.
In this study, Hormailis‟ framework, with four components namely vocabulary, grammar, fluency and pronunciation, was chosen to assess students‟ speaking competence
Speaking and writing are fundamentally different skills, primarily because we engage in speaking more frequently in our daily lives Consequently, the methods used to teach speaking should differ significantly from those employed for writing and other skills.
If Bailey (2005) introduced principles for teaching speaking with 3 levels of students (beginner, intermediate and advanced level), Brown (2000: 275-276) provided 7 principles as follows:
* Focus on both fluency and accuracy, depending on your objectives
Accuracy refers to how closely students' speech aligns with authentic language use, while fluency is the ability to speak the language smoothly and confidently, minimizing hesitations, unnatural pauses, and interruptions.
In modern interactive language teaching, it's crucial to ensure that activities effectively incorporate grammatical guidance and pronunciation tips Educators must consider a range of learner needs, balancing a focus on linguistic accuracy with an emphasis on meaningful interaction, fluency, and communication.
When utilizing jigsaw group techniques, games, or discussions on environmental solutions, teachers should ensure that tasks have a clear linguistic objective, allowing students to grasp and utilize the fundamentals of language It is crucial for teachers to make drilling exercises meaningful, as constant interruptions for corrections can hinder students' fluency development Educators must prioritize fluency-building practice and understand that making mistakes is a natural aspect of learning a new language.
Teachers should consistently connect with students' ultimate goals and interests, addressing their needs for knowledge, status, competence, and autonomy It's essential to demonstrate the benefits of activities, even if they aren't immediately exciting, as students often lack understanding of their purpose Clear communication about the reasons behind assignments can enhance student engagement and motivation.
* Encourage the use of authentic language in meaningful contexts
Creating meaningful interactions in the classroom can be challenging, as teachers often resort to simple grammar exercises that lack engagement However, with the right energy and creativity, it is possible to develop authentic contexts that foster genuine communication among students Utilizing a wealth of teacher resources can significantly enhance the quality of interaction and make learning more impactful.
* Provide appropriate feedback and correction
In many EFL contexts, students rely heavily on their teachers for valuable linguistic feedback, as noted by Brown (2000) While ESL learners might receive feedback outside the classroom, teachers still play a crucial role in enhancing their learning experience Therefore, it is essential for educators to leverage their expertise in English to provide timely and relevant corrective feedback.
* Capitalize on the natural link between speaking and listening
The theory of multiple intelligences
According to Richards and Rodgers (1995), multiple intelligences is a learner-centered philosophy that recognizes the various dimensions of human intelligence that should be nurtured in education Intelligence encompasses the ability to reason, solve problems, and comprehend complex concepts In reality, some individuals may excel in analytical thinking yet struggle with practical skills or emotional intelligence, while others may possess exceptional talents in artistic or creative domains despite having less aptitude for logical reasoning Consequently, different types of intelligence coexist, allowing individuals to be gifted in certain areas while facing challenges in others.
Gardner (1983) coined seven types of intelligences in the book named
"Frames of mind" refer to various types of intelligence, including visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical, interpersonal, and intrapersonal intelligences In his 1993 book "Multiple Intelligences," Howard Gardner introduced Natural intelligence as an additional category Later, in "Intelligence Reframed: Multiple Intelligences for the 21st Century" published in 1999, he further expanded the list by including Existential intelligence.
In the research conducted in 2014, AlinaPădurean, Assistant Professor, PhD from University of Arad cited from Gardner (1993) and explained the types of intelligence as following:
Spatial intelligence involves the capacity to visually perceive and understand the environment, allowing individuals to observe and memorize shapes, ideas, and structures over time This form of intelligence is essential in various activities, including writing, reading, painting, photography, drawing, and sculpture To enhance spatial intelligence in the classroom, educators can implement targeted activities that encourage students to synthesize concrete images and develop new meanings.
- Art activities such as painting and play dough
- Map reading and map making
- Making poster on specific theme
Linguistic intelligence is characterized by a strong command of language, a rich vocabulary, and the ability to learn foreign languages effortlessly Students with this intelligence tend to grasp information more effectively through auditory means rather than through reading To enhance this skill, educators should incorporate audio materials such as CDs and engage students in activities that promote listening, speaking, writing, and word games.
The following classroom activities favor this type of intelligence:
- Create a television or radio newscast
Logical-mathematical intelligence encompasses the capacity to utilize logic, reasoning, and numerical skills to effectively solve problems, plan for the future, and tackle challenges This intelligence involves advanced analytical processes and employs statistics, abstract concepts, and calculations for effective problem-solving Classroom activities that enhance this type of intelligence are particularly beneficial for students.
- Solve mysteries using deductive reasoning
- Predict outcomes based on circumstances
- Solve number or logic puzzles
- Do a planning for a Math-related circumstance
Kinesthetic learners excel in using their bodies to express emotions and solve problems, demonstrating strong skills in physical activities like sports, dance, and mime Engaging in hands-on experiences and movement-based tasks is essential for their learning process.
- Dramatic re-enactments of historical or literary events
- Use different body parts to express words/ phrases
- Use charades to act out parts of speech
- Learn folk dances that represent different cultures
- Design and make a model with specific theme
Musical intelligence refers to the capacity to create and understand music, including recognizing a composer’s style, pitch, and timbre This intelligence plays a significant role in stress reduction and emotional release Engaging in musical activities often requires skills such as playing an instrument, singing, and artistic expression Effective classroom activities can enhance musical intelligence and foster these abilities.
- Perform dance routines to act out historical or literary events
- Create songs or raps about math concepts
- Perform sound and vibration experiments in science
Interpersonal intelligence is the capacity to comprehend and manage the emotions and feelings of others, facilitating effective social interaction and collaboration This intelligence is particularly essential for foreign language educators, encompassing skills such as empathy, active listening, teamwork, conflict resolution, and group organization To effectively teach interpersonal learners, educators can incorporate various activities that promote these skills.
- Work in small groups on a project
- Mentor or teach concepts to another student
- Compose a story and act it out
People with intrapersonal intelligence have great self-knowledge; they know
Individuals with intrapersonal intelligence possess unique strengths and weaknesses, driven by their motivations and intentions They are independent thinkers who prefer solitary work and meticulously plan their tasks This type of intelligence plays a crucial role in personal study and homework Intrapersonal classroom activities can effectively enhance learning by fostering self-reflection and personal growth.
- Write essays about specific topic
- Rewrite a story from their point of view
- Share how they'd be different if they were from another culture
Natural intelligence, a recent addition to Gardner's theory, refers to individuals who possess a deep connection with nature and a keen interest in nurturing and exploring their environment These individuals are highly attuned to even the slightest changes in their surroundings and often engage in activities that enhance their understanding of other species.
- Categorize species in the natural world
- Cultivate plants or care for small animals
According to Armstrong (2009), Gardner describes existential intelligence as a deep concern with fundamental life issues Allan and Shearer (2012) further define it as the inclination to explore essential human concerns and the ability to engage in a process of meaning-making related to life's challenges Educational researchers have continued to investigate the concept of existential intelligence, leading to the development of various activities aimed at enhancing this intelligence in students.
- Read Books in Different Languages
- Host a Metric Versus Imperial Measurement Debate
Although Garder (1999) explored nine different MI, only Kinesthetic intelligence and Interpersonal intelligence were employed in this study because these are the two most preferable intelligences among all participants.
MI-based syllabus in teaching speaking skills
A syllabus serves as a structured plan outlining the goals of teaching and learning, as defined by Breen (1984) To effectively incorporate Multiple Intelligences (MI) theory in language education, educators should create syllabi that include diverse activities tailored to students' intelligence profiles It is crucial for teachers to explore effective methods for integrating MI theory into various classroom activities.
According to Christison (as cited in Ibragimova, 2011), teachers should categorize classroom activities and follow four key stages to enhance lessons based on Multiple Intelligences (MI): stimulating intelligence, supporting its development, structuring lessons around various intelligence types, and integrating these intelligences into problem-solving Additionally, Akbari and Hosseini (2007) explored the potential link between language learning strategies and MI scores among English language learners.
Meanwhile, according to Trianto (2011, as cited in Tolkhah, 2016), there are three principles that MI can be best applied They are:
1 Planning Phase that covers: a) determining the types of subjects, b) choosing materials related to competence standards and basic competence, c) determining intelligence to develop, d) formulating indicators of learning outcomes, e) preparing a syllabus and lesson plan
2 Implementation phase that involves the three principles that must be taken into consideration in the implementation of thematic learning They are: a) the teacher should not dominate the learning activities, but acts as a mentor and facilitator, b) the teacher clearly explains the responsibilities for both individuals
16 and groups in any given task, and c) the teacher should be able to accommodate the students' ideas that sometimes are not in the lesson plan
3 Assessment and evaluation phase that is continuously and thoroughly conducted in both the process and the learning outcomes It is used as a basis to determine the progress of potential learners as well as teachers' reflection for the success or failure of learning
In this research focused on enhancing high school students' speaking skills, the principles outlined in Tolkhah's journal (2016) were utilized During the Planning Phase, the researcher aimed to assess students' English-speaking abilities through a pre-action survey, which identified specific intelligences to target for development Subsequently, the syllabus and lesson plan were crafted based on the findings from the Multiple Intelligences pre-action survey.
Advantages and disadvantages of MI-based syllabus
Gardner (1983) highlighted that students often focus on grades, rewards, and passing tests, which prevents them from achieving a deeper understanding of the subjects This realization has prompted many educators to seek transformative teaching methods that foster genuine passion for learning and lifelong goals While grades may provide immediate gratification, the emphasis is shifting towards applying knowledge in real-life situations One approach gaining traction in classrooms is the application of Multiple Intelligences (MI) theory, which, like other methods, has its own effects on the teaching and learning process.
2.4.1 Advantages of MI-based syllabus
One of the primary advantages of incorporating Multiple Intelligences (MI) in the classroom is the ability to maintain a dynamic learning environment While repeated exposure to concepts is essential for retention, relying on a singular teaching method can lead to student disengagement By utilizing MI, educators can diversify their instructional approaches, ensuring that lessons remain engaging and stimulating For instance, beginning the day with a movement-based activity that caters to bodily-kinesthetic intelligence not only fosters focus but also enhances the overall learning experience, distinguishing it from mere recess or free time.
Incorporating 17 brief out-of-desk learning activities, such as dance, large block construction, or simple birdhouse assembly, introduces the day's lesson in an engaging way These bodily-kinesthetic activities provide structured learning outside the traditional desk environment, helping to maintain student interest and enhance the overall educational experience Mixing up teaching methods is essential for keeping students engaged in every lesson.
One significant benefit of Multiple Intelligences (MI) is that it enables teachers across various subjects to enhance the diversity of their lessons By beginning lesson planning with a clear objective, educators can effectively incorporate one or two specific intelligences into their teaching methods.
In "Understanding Multiple Intelligences for the Classroom," Knight (2018) illustrates the teaching of fractions in English by suggesting that educators can focus on a different type of intelligence each day of the week or integrate multiple intelligences simultaneously This approach enhances learning by catering to diverse student strengths.
Monday: Logical Mathematical: use number lines, graphs, puzzles and brain games
Tuesday: Bodily Kinesthetic: manipulatives, body formations, movement in the classroom
Wednesday: Linguistic: picture books, journaling, poems
Thursday: Spatial: dominoes, cards, manipulatives, flashcards with drawings
Friday: Naturalistic: nature walk with observation journals
Monday: Interpersonal: cooperative groups and games
Tuesday: Intrapersonal: journaling, individual rubrics to check work
Wednesday: Musical: sing math facts, musical instruments to play patterns
In addition to classroom activities, homework can be tailored to address specific intelligences, allowing students to improve in weaker areas during certain weeks while excelling in their strengths during others.
MI-based lessons enhance teaching by diversifying material presentation, making learning experiences more engaging for all students As highlighted by Austin (2016), individual strengths significantly influence future career paths, interests, hobbies, and passions Recognizing these strengths can create new opportunities that may have previously gone unnoticed.
18 been acknowledged previously Every skill that is discovered increases confidence, broadens horizons, and provides opportunity
2.4.2 Disadvantages of MI-based syllabus
While there are notable benefits to using Multiple Intelligences (MI) in education, certain challenges must be acknowledged One significant disadvantage is the difficulty in effectively targeting all intelligences when designing learning activities Teachers face the challenge of engaging a diverse group of students, particularly in larger classrooms, by incorporating a variety of intelligences in each session Additionally, it is crucial for educators to ensure that focusing on one type of intelligence does not lead to the neglect of others, as the goal is to engage all students and foster the development of their diverse skills.
Implementing Multiple Intelligences (MI) activities in the classroom requires significant preparation and time, as teachers must design tailored tasks for various intelligence types instead of assigning a single task to the entire class This approach necessitates detailed instructions to accommodate diverse learners and demands greater oversight from teachers to ensure that each intelligence group engages effectively and remains on track during activities.
A significant challenge in education is that course and guide books often fail to align with Multiple Intelligences (MI) teaching methods As a result, educators must invest considerable time in sourcing various modern resources, requiring them to be both creative and proactive in order to create diverse and flexible lessons.
Related studies in improving students‟ speaking skills through MI activities
Many studies have provided evidence that MI theory has a direct impact on developing English learners‟ skills and strengths (Khamis, 2005; Ghamrawi, 2013; Soltan, 2015; Tolkhah Adityas, 2016; Đôn, 2019)
Khamis (2005) conducted a study to assess the impact of a multiple intelligences (MI)-based teaching program on the paragraph writing skills of tenth-grade students in Jordan To evaluate the students' writing abilities, the researcher created a four-question achievement test The findings revealed a statistically significant improvement in paragraph writing among the students who participated in the program.
19 students‟ paragraph writing ability on English in favor of the MI-based teaching program
Ghamrawi (2013) investigated the application of Multiple Intelligences (MIs) theory in vocabulary acquisition among preschoolers during English as a Second Language (ESL) classes in a K-12 school in Lebanon, utilizing a mixed-methods approach that included videotaped observations, teacher surveys, and student interviews The findings revealed that while students learned new vocabulary more quickly through traditional teaching methods, their retention was significantly poorer compared to vocabulary learned in MIs-based classes Additionally, the study found a correlation between teachers' MIs profiles and their teaching styles, noting that those who implemented MIs tended to employ fewer higher-order thinking skills The research advocates for the integration of MIs in ESL education but also highlights important considerations for effective implementation.
Soltan (2015) conducted a quasi-experimental study on the effectiveness of Multiple Intelligences (MI)-based activities in improving the speaking skills of secondary school English as a Foreign Language (EFL) students The findings revealed that MI-based activities significantly enhanced key speaking competencies, including effective interaction and conversation management, accurate use of grammatical rules, appropriate vocabulary and collocation usage, fluency in speech, and clear pronunciation.
Tolkhah (2016) explored the activation of students' multiple intelligences in speaking activities, finding that suitable learning activities enhance students' competencies and harness their potential into practical intelligence The study highlighted that multiple intelligence activities foster a learner-centered environment in language classrooms, focusing on students' strengths and needs, ultimately benefiting their learning experience Similarly, Đôn (2019) examined the impact of a multiple intelligence-based training program on improving English speaking skills at the B2 level of the CEFR for second-year English students.
20 major students at a university in Vietnam This experimental research utilized the following tools: A fifteen-week training program based on Gardner‟s MI theory, an
The study utilized an MI questionnaire, a checklist of classroom activities, and three speaking pre- and post-tests for both experimental and control groups, conducted before and after the training course Student feedback and academic scores were analyzed to assess the impact of the new training program on English-speaking performance Results indicated a significant enhancement in students' speaking skills, evidenced by statistically significant differences between pre- and post-test administrations.
In summary, the reviewed studies indicate a positive correlation between the application of Multiple Intelligences (MI) theory and student achievement, although the contexts varied This study aims to explore the MI profiles of high school learners, identifying which intelligences are most prominent The findings will inform the integration of MI into lesson plans for effective classroom implementation.
This chapter presents the theoretical foundations of two essential concepts: teaching speaking and multiple intelligences A review of various studies highlights a research gap that this study aims to address.
METHODOLOGY
The setting of the study
3.1.1 A description of the students and their learning program
A study conducted at a high school in Hanoi revealed that students in one class exhibited varying levels of ability and interests This diversity indicated that a uniform teaching approach would be ineffective, as it failed to engage and motivate all students.
3.1.2 The teaching program and material
Most Vietnamese schools utilize English textbooks from the Vietnam Education Publishing House, including the institution involved in this study This research focuses on an extracurricular program designed to enhance high school students' English speaking and listening skills While the syllabus aligns with the topics from the "English 11" textbook, the activities implemented differ significantly from those presented in the book.
The extra English curriculum syllabus, designed by the English Centre where I work, received approval from the Hanoi Department of Education and Training and was presented to school administrators prior to its implementation This 12-week syllabus, which incorporates Multiple Intelligences (MI) activities into speaking lessons, was also endorsed by the Head of the English Department at the school.
The research was carried out in 12 weeks, and the topics are: Unit 6 - Global
Warming (3 weeks); Unit 7 - Further education (3 weeks); Unit 8 - Our world heritage sites (3 weeks); Unit 9 - Cities of the future (3 weeks).
Participants of the study
The teacher involved in this study is a UK graduate from the University of Sussex, who has been residing in Vietnam for five years For the past four years, he has taught at an English Center, where he was responsible for teaching speaking and listening skills at various public high schools in Hanoi During the 2018-2019 school year, he specifically taught eleventh-grade students at a local high school.
The researcher - co-teacher - observer
The researcher has six years of experience teaching English at an evening center and serves as a co-teacher with foreign educators in various high schools in Hanoi, specifically in the Tu Liem and Cau Giay regions She has been working at her targeted high school for two years and is currently pursuing a Master’s degree in
In accordance with the agreement between the English Center and the school, a foreign teacher was designated as the primary instructor, while the researcher served as a co-teacher To effectively conduct the study, the researcher took the lead in creating all lesson plans, preparing materials, and thoroughly briefing the foreign teacher on the teaching procedures prior to each class.
A study involving forty-two eleventh-grade students from a high school in Hanoi focused on their English learning experiences The students primarily learned English under the guidance of their Vietnamese teacher, supplemented by a weekly speaking lesson conducted by a foreign teacher alongside a Vietnamese co-teacher.
An overview of action research
Action research, as defined by Corey (1953), is a solution-oriented investigation where practitioners examine their own practices to address personal practical problems This process can be conducted individually or collectively, emphasizing ownership and relevance to the practitioners involved.
In the same way, Glanz (2003: 27) stated that “action research, as disciplined inquiry, is an invaluable tool that allows educational leaders to reflect upon their practices, programs, and procedures”
With the similar viewpoint, Johnson (2005: 21) described action research as
“the process of studying a real school or classroom situation in order to understand and improve the quality of actions or instruction”
Therefore, action research is a tool that assists educators in analysing their own classroom and practices
From the definition of action research, McDonough (1997) proposed four characteristics of „pure‟ action research as follows:
● It is participant-driven and reflective;
● It leads to change and the improvement of practice not just knowledge in itself; and
Action research is typically conducted within a specific classroom setting by an individual teacher or a collaborative group of educators, alongside students, to initiate changes and enhance teaching and learning practices.
This research was designed as action research for three key reasons: it aimed to identify and address practical problems in English speaking teaching and learning, it was conducted in a specific context involving teachers and students, and its findings resulted from collaborative efforts between educators and learners, ultimately enhancing the quality of both teaching and learning Consequently, action research proves to be a prevalent and appropriate method for this study.
Grundy (1982) discusses three modes of action research: technical, practical, and emancipatory In technical action research, a research facilitator convinces a
A group of 24 practitioners engages in implementing innovative strategies, such as cooperative learning or assertive discipline, based on established guidelines They utilize practical action research to enhance their practices by leveraging the collective knowledge and insights of participants Emancipatory action research emphasizes the active participation of all key stakeholders in the educational or social system, including researchers, practitioners, policymakers, learners, and community members.
This study is practical action research in which the researcher acknowledged of the actual problems in students‟ learning and took action to solve the problems
Action research is a dynamic and flexible process, as noted by Creswell (2005), and lacks a definitive blueprint for implementation Consequently, it is challenging to pinpoint a specific number of steps that practitioners follow in their action research endeavors.
Kurt Lewin, often regarded as the 'father' of action research, introduced a model characterized by an action-reflection cycle consisting of planning, acting, observing, and reflecting In contrast, Susman (1983) outlined a five-step process for action research that includes diagnosing, action planning, taking action, evaluating, and specifying learning.
The process of action research has been extensively discussed from various perspectives, yet the research cycle proposed by Kemmis and McTaggart (2000) stands out for its clarity and simplicity Consequently, the researcher has chosen to implement Kemmis and McTaggart's model in this study, following their outlined steps.
- acting and observing the process and consequences of the change
- reflecting on these processes and consequences
Figure 1: Kemmis and McTaggart’s action research model (2000)
Teachers typically utilize PowerPoint presentations, songs, videos, and paper worksheets to introduce new concepts and reinforce lessons To enhance speaking lessons through the integration of Multiple Intelligences (MI) activities, the researcher developed lesson plans that incorporated a variety of activities aimed at engaging students' dominant intelligences.
The researcher conducted a Multiple Intelligences (MI) survey to identify the dominant intelligences among students The findings indicated that Kinesthetic intelligence and Interpersonal intelligence were the most preferred In response to these results, the researcher developed tailored lesson plans to enhance learning experiences.
MI activities include crafting with recycled materials to raise awareness about global warming, writing and performing a short play focused on further education, and creating posters that envision the cities of the future These engaging projects not only promote creativity but also encourage important discussions on environmental issues and educational advancements.
Over a 12-week period, teachers and researchers conducted a pre-test with students before implementing multiple intelligence (MI) activities in speaking lessons Throughout this duration, students' engagement and attitudes were systematically observed using an observation sheet during each lesson.
The researcher and teachers conducted a post-test to evaluate the influence of Multiple Intelligences (MI) activities on students' speaking skills This assessment was informed by the comparative results of pre-tests, along with observations and interviews, allowing for a comprehensive reflection on the effectiveness of the MI approach in enhancing student performance.
Data collection instruments and procedure
In this study, the researcher utilized four key instruments: questionnaires, class observations, tests, and interviews This diverse approach aimed to gather reliable data and conduct an in-depth investigation into the challenges faced by students.
The primary data collection method for this study is the questionnaire, chosen for its convenience and practical significance According to Mackey and Gass (2005), questionnaires are more economical and efficient than individual interviews They can quickly gather longitudinal information from learners and provide comparable data from multiple respondents This research utilized two types of questionnaires: pre-action and post-action.
In this research context, the pre-action questionnaire is adapted from the MI quiz found on the ITC publications website, utilizing only the descriptive statements provided by ITC The format of the MI quiz aligns with the survey developed by Candler (2011) in her book.
To effectively teach Multiple Intelligence Theory in intermediate grades, a pre-action survey was translated into Vietnamese for better comprehension among students This questionnaire aimed to identify each student's intelligence type and highlight dominant intelligences for the researcher to focus on Initially, the survey was administered to a sample group of five students to ensure clarity and appropriateness before being distributed to the entire class Participants were encouraged to respond honestly to yield the most accurate results.
The original quiz of ITC publications has sixty-four items, with eight descriptive statements for each type of intelligences However, the pre-action
The research survey comprised forty items, each featuring five descriptive statements related to different types of intelligences, as detailed in Appendix 1 Utilizing a Likert scale from zero (Not at all) to five (Very true), the survey enabled students to accurately express their responses, with a maximum possible score of twenty-five for each intelligence type Students calculated their total scores, which the researcher verified twice Appendix 2 presents the survey results for 42 participating students, allowing the researcher to identify the predominant intelligence type for each individual and subsequently group students by their dominant intelligences An MI-based syllabus was then developed, focusing on activities tailored for the two groups representing the most dominant intelligence types.
Prior to conducting the main study, the reliability of the pre-action questionnaire was thoroughly assessed Following the collection of questionnaire scores from students, the Statistical Package for Social Science (SPSS) software version 20 was employed to evaluate the validity of the questionnaire The analysis results are illustrated in the figure below.
Figure 2 Reliability Statistics of Multiple Intelligences Questionnaire
Nunnally (1978) established that basic research instruments should achieve a reliability score of 70 or higher The MI questionnaire demonstrated a Cronbach’s Alpha of 0.716, indicating an acceptable level of reliability Consequently, the researcher confirms that the instrument utilized for assessing students' intelligence is sufficiently reliable.
The post-action questionnaire aimed to assess students' general attitudes towards multiple-intelligences activities in speaking lessons and identify the challenges they encountered Comprising five questions, the questionnaire explored students' interest levels in speaking lessons and their feelings regarding MI activities.
The study aimed to explore students' preferences between two types of intelligence used in lessons Specifically, questions 4 and 5 focused on gathering students' feedback regarding Multiple Intelligences (MI) activities and the challenges they encountered while participating in these activities during speaking lessons.
At the preliminary stage, a pre-test was administered to assess the English-speaking proficiency of students Each student was allotted five minutes for preparation before delivering a ten-minute speaking performance in front of an examiner.
A post-test was administered to students one week after the completion of the action, aimed at evaluating their speaking proficiency improvements This assessment allowed the researcher to determine any significant advancements resulting from the implemented action During the post-test, students were given five minutes for preparation and ten minutes to deliver their speaking performance.
To design suitable tests for participants, the researcher utilized the guidelines outlined in the Pilot English Curriculum for Vietnamese Upper Secondary Schools, established under Decision No 5209/QDBGDĐT on November 23, 2012, by the Minister of Education and Training.
Hoang Van Van (2016) highlighted in his journal article that the pilot English curricula are designed to align output standards with the CEFR (Common European Framework of Reference) levels of communicative competence Specifically, at the upper secondary level, students are expected to reach CEFR Level B1 or VNFLPF Level.
According to the Six-level Foreign Language Proficiency Framework for Vietnam (2014), students must attain Level 3.2 by the end of grade 11 At this level, they should be able to initiate, sustain, and conclude conversations on various familiar topics or personal interests, although they may occasionally struggle to express their thoughts precisely Additionally, students are expected to ask for and provide detailed directions, as well as share and seek personal opinions in informal discussions with peers.
The speaking test, as outlined in Decision No 1477/QDBGDĐT issued on May 10, 2016, by the Minister of Education and Training, lasts for 13 minutes, comprising 10 minutes for the test itself and 3 minutes for instructions It consists of three components: an interview, a picture description, and a pair discussion or open question response related to the picture described in the second part.
Statistics Analysis
To identify students‟ MIs, scores of MI survey were collected
The study employed SPSS software to analyze student scores across various categories of multiple intelligences, including verbal, spatial, mathematical, musical, kinesthetic, interpersonal, intrapersonal, and natural intelligences This analysis aimed to identify the multiple intelligence preferences of students.
The study evaluated the improvement in English speaking skills among students by comparing pre-test and post-test scores Conducted over fourteen weeks, the initial week involved administering a Multiple Intelligences (MI) survey and a pre-test From weeks 2 to 13, various MI activities were implemented, culminating in the post-test during week 14.
MI-based syllabus
The MI-based syllabus, spanning twelve weeks, was crafted to enhance Kinesthetic and Interpersonal Intelligences, which are predominant among students Activities included recycling projects and discussions on cartoons related to Global Warming (Unit 6), fostering both intelligences In Unit 7, students engaged in playwriting and acting about their first day post-high school, further nurturing these skills Unit 8 focused on Our World Heritage Sites, where students created posters and performed as tourist guides, integrating both intelligences Additionally, Unit 9 featured poster-making and group debates, all designed to actively involve students while aiming to improve their speaking skills through Kinesthetic and Interpersonal activities.
This chapter details the implementation of Multiple Intelligences (MI) activities in students' speaking lessons, highlighting the researcher's methods for data collection and analysis to uncover the study's findings.
DATA ANALYSIS, FINDINGS AND DISCUSSION
Data analysis and findings
4.1.1 The enhancement of students’ speaking skills after the MI-based syllabus 4.1.1.1 The pre-action students’ dominant MI
To effectively plan an action for this study, it is essential to assess the dominant intelligence types of each student, as these insights form the basis for creating an appropriate syllabus Utilizing a version of the Multiple Intelligence Questionnaire published by ITC Publications in 2012, adapted from Laura Candler, will facilitate this evaluation.
In the Methodology chapter, the reliability of the MI survey was confirmed with a Cronbach's Alpha of 0.716, indicating a solid foundation for proceeding to the subsequent phases of the study.
The researcher categorized 42 students based on their identified multiple intelligence (MI) styles, presenting the findings in a table that highlights each student's preferred and dominant intelligences To maintain anonymity, students were assigned numerical codes instead of using their names.
MI types Students Number of students
Table 1 MI groups classified by the most dominant intelligences
Table 1 highlights that certain students are identified in bold due to their exceptional performance in multiple intelligence types Specifically, students 30 and 33 excelled in both Musical and Interpersonal intelligences, while student 31 achieved high marks in Musical and Kinesthetic intelligences Additionally, student 32 demonstrated strengths in Spatial and Natural intelligences.
In a study of dominant Multiple Intelligences (MI) among students, the Kinesthetic group emerged as the largest, comprising 12 students, which represents 26.08% of the total Following closely was the Interpersonal group with 10 students, accounting for 21.74% The Intrapersonal, Musical, Mathematical, and Natural groups had 7 (15.22%), 5 (10.87%), 4 (8.7%), and 4 (8.7%) students, respectively The Spatial group included only 3 students (6.52%), while the Verbal group had the least representation with just 1 student, making up 2.17%.
The researcher utilized SPSS to analyze the mean scores and standard deviations of multiple intelligences (MI) frequencies, with the findings presented clearly in Figures 3 and 4 below.
Figure 3 Mean scores and Standard deviation of MI frequencies
Figure 4 Mean scores of MI preferences
The statistics in Figure 3 and Figure 4 showed that the Kinesthetic was ranked the first with M = 15.5, SD = 5.38 and followed in turns by Interpersonal (M
= 15.12, SD = 5.37), Intrapersonal (M = 14.57, SD = 4.99), Musical (M = 14.07, SD
= 4.13), Natural (M = 13.93, SD = 4.44), Mathematical (M = 13.9; SD = 4.36), Verbal (M = 12.19, SD = 4.47) and Spatial (M = 12.07, SD = 4.67)
The research revealed that students showed a preference for Kinesthetic Intelligence, engaging in activities that emphasize physical movement Interpersonal Intelligence emerged as the second most favored type, indicating a strong interest in interactive activities with peers Due to the significant differences among intelligence types and time constraints, the researcher focused primarily on designing activities tailored for Kinesthetic and Interpersonal intelligences, while some activities incorporated multiple intelligence types.
To ensure that other intelligent groups would not be left behind, an additional step was taken with the students‟ pre-action questionnaire scores (see Appendix 3)
The researcher analyzed the top three strongest intelligences among students who did not identify Kinesthetic and Interpersonal intelligences as their most dominant traits The findings revealed that most of these students still exhibited Kinesthetic and Interpersonal as significant intelligences Consequently, they could benefit from the Multiple Intelligences (MI) activities incorporated in this study.
4.1.1.2 The enhancement of students’ speaking skills after the action
The study assessed the improvement in students' speaking skills through pre-test and post-test results, focusing on research question 1 Initially, students completed a pre-test before engaging in 12 weeks of speaking lessons that incorporated Multiple Intelligences (MI) activities, primarily emphasizing Interpersonal and Kinesthetic Intelligences These activities aimed to enhance vocabulary retention and the appropriate application of new language structures, with each session lasting 45 minutes Following the 12-week period, a post-test was administered to evaluate any advancements in speaking competence A T-test was conducted to analyze the mean scores and p-value (Sig) from both tests, providing insights into the effectiveness of the MI activities on student performance.
Figure 5 Paired samples Statistics of the whole class
The study involved forty-two students, whose pre-test mean score was 7.464, while the post-test mean score increased to 8.393 This indicates a notable improvement in student achievement from the beginning to the end of the research.
A: mean score of post-test B: mean score of pre-test C: the achievement The difference in mean scores is: 8.393 – 7.464 = 0.929 ~ 0.93
After twelve weeks of participating in speaking classes utilizing a Multiple Intelligences (MI) based syllabus, students experienced an average improvement of 0.93 points on their tests This outcome demonstrates that incorporating MI activities into speaking lessons significantly enhances student progress.
To achieve more convincing results, the researcher conducted a paired sample T-test to compare the pre-test and post-test scores of students whose dominant intelligences were specifically developed over a 12-week period.
Figure 6 Paired samples Statistics of students whose MI were employed
Figure 6 indicated that the group of students whose MI were engaged during
The post-test mean score of 9.159 significantly surpassed the pre-test score of 7.545, demonstrating an achievement increase of 1.64, calculated using the formula "A - B = C." This outcome highlights the effectiveness of Multiple Intelligences (MI) activities in enhancing students' speaking competence during lessons.
Figure 7 A score comparison between pre-test and post-test
In Figure 7, the researcher analyzed p-values (Sig.) to identify significant changes in the study Utilizing a 95% confidence interval, the findings indicated that if the Sig (2-tailed) value exceeded 0.05, it could be concluded that there was no statistically significant difference.
The analysis of the two tests reveals a significant difference, as illustrated in Figure 7 Both the overall class (Pair 1) and the groups utilizing Multiple Intelligences (Pair 2) show a significance value of 0%, which is below the 0.05 threshold This indicates that the researcher can confidently conclude there is a statistically significant difference between the mean scores of the pre-test and post-test.
Discussion
This study confirms previous research that integrating Multiple Intelligences (MI) activities into speaking lessons significantly enhances high school students' speaking competence in Hanoi The data indicates notable improvement among students when their intelligence types were incorporated into the curriculum These results align with the findings of Tolkhah (2016) and Đôn (2019), which highlight that MI-based training programs not only improve English-speaking skills but also enable students to leverage their unique intelligences effectively.
The recent study indicated significant improvements in students' speaking skills following the implementation of MI activities Notably, fluency emerged as the area with the greatest enhancement, while vocabulary also saw considerable growth Additionally, the advancements in pronunciation and grammar were clear outcomes of the action taken.
Throughout the action stage, overall class motivation significantly increased from the initial weeks to the final weeks Post-action survey statistics revealed that a substantial number of students expressed interest in Multiple Intelligences (MI) activities Observations further confirmed students' positive attitudes towards these activities during speaking lessons Nearly all students actively participated, as the activities were tailored to align with their dominant and secondary intelligence types Additionally, students acknowledged that MI activities in speaking lessons enhanced their memory retention.
Research indicates that pronunciation practice, when conducted at a faster pace and for longer durations, significantly aids in vocabulary enhancement and grammar structure consolidation This aligns with Ghamrawi's (2013) findings, which demonstrate that students retain vocabulary learned in music integration (MI) classes more effectively than through traditional teaching methods.
The teacher faced several challenges when implementing Multiple Intelligences (MI) activities in speaking lessons Firstly, the significant variation in students' preferred intelligence types made it difficult to group them effectively, as some intelligences had very few representatives, leading the teacher to focus on only the two most dominant types Secondly, selecting appropriate activities for the chosen intelligence types proved challenging, with only a few typical activities, such as poster-making and acting, being feasible in practice Lastly, the limited class time of just forty-five minutes per week hindered the teacher's ability to fully engage students and facilitate meaningful improvements in their speaking skills.
Many students acknowledge a deficiency in vocabulary and grammar, hindering their ability to articulate their ideas effectively Although lesson tasks are tailored to relate closely to students' lives and cater to their unique intelligences, generating ideas remains a challenge Often, students find themselves thinking in Vietnamese due to their limited English vocabulary and grammatical knowledge, which restricts their capacity to express their opinions in English.
In a 45-minute class period, students often feel rushed and require more time to express themselves The implementation of a Multiple Intelligences (MI)-based syllabus encourages diverse activities, allowing students to engage actively rather than merely conversing Consequently, each student has limited time to present their ideas to the entire class, highlighting the need for extended opportunities for participation and expression.
Despite the challenges faced, both the teacher and students made significant efforts to revamp activities, enhancing the lessons to be more engaging and meaningful However, the teacher emphasized that achieving the best results in teaching and learning would require considerable time and dedication from everyone involved.
This chapter presents a clear analysis of data gathered from questionnaires, tests, class observations, and interviews, effectively addressing three research questions The findings from various research instruments reveal insightful answers that contribute to the overall understanding of the study.