INTRODUCTION
Background to the study
Over the past decade, there has been a significant shift in teaching methods worldwide, moving away from teacher-centered instruction, which has been found ineffective in promoting educational growth Instead, many institutions have embraced a learner-centered approach based on constructivist principles, fostering student autonomy and active participation in the learning process This approach emphasizes that learning is influenced by the nature and willingness of the learners, encouraging greater involvement in all aspects of their education.
Promoting learner-centeredness requires consideration of students' diverse needs and learning preferences to foster a motivating environment (Moate & Cox, 2015) A key aspect of this is recognizing learners' desire to excel based on their strengths, as emphasized in Gardner's Multiple Intelligences Theory (MIT) (1983) While still emerging, Vietnamese scholars have begun to explore the integration of MIT in language education For instance, Tran and Le (2017) redesigned homework tasks in the Q-Skills English Reading and Writing 3 course book to target various intelligences, resulting in increased creativity and enthusiasm for vocabulary learning Similarly, Chau and Truong (2018) demonstrated that MI-oriented task-based activities significantly enhanced freshmen's motivation and speaking skills Additionally, textbooks play a crucial role in the teaching-learning process (Hutchinson & Torres, 1994) Therefore, this study aims to evaluate a section of the MOET’s New English Textbook 10 to determine if its activities facilitate the development of students' multiple intelligences.
Aim and research questions
In Vietnam, the concept of Multiple Intelligences (MI) is emerging, with limited studies on its application in language teaching The Ministry of Education and Training (MOET) has initiated reforms in English language teaching to better accommodate students' diverse needs (Hoang, 2015) Implementing MI theory is essential for educators to create effective lessons that cater to various intelligences (Su & Liang, 2017) Therefore, it is crucial to explore new curriculum activities that foster the development of these intelligences Textbooks play a vital role in teaching and should be evaluated for their potential to enhance students' multiple intelligences (Hutchinson & Torres, 1994; Tomlinson, 1998) Furthermore, in English Language Teaching (ELT), understanding both native and target cultures is critical for effective communication and to prevent cultural misunderstandings (Valverde, 2005) Integrating culture into ELT is essential for developing learners' communicative competence in a global context, as it promotes cultural awareness and appreciation Thus, the relationship between culture and communication is integral to successful language learning.
Communication is shaped by cultural upbringing and the language we learn (Gudykunst & Young, 1996, p.4) This study addresses the lack of research on multiple intelligences (MI) learning opportunities in English textbooks in Vietnam, specifically focusing on the activities found in the "Communication and Culture" section of the New English Textbook 10 The primary objective is to identify how these activities can foster the development of MI, leading to a deeper understanding of their educational potential.
1 Does the section “Communication and Culture” in the New English Textbook 10 provide opportunities for developing students’ multiple intelligences?
2 If yes, what is the frequency of each type of intelligences?
Scope of the study
This study focuses on analyzing the activities and illustrations in the
The focus of this analysis is the "Communication and Culture" section of the New English Textbook 10, specifically exploring the opportunities it provides to nurture learners' multiple intelligences Other sections of the textbook and the Teacher's Book are not examined for their potential to develop students' multiple intelligences.
Significance of the study
This study aims to enhance teachers' awareness of the opportunities for developing multiple intelligences within English textbooks, specifically the New English 10 textbook It encourages educators to adapt existing activities and create diverse, suitable tasks that promote students' multiple intelligences Furthermore, it provides valuable insights for English textbook writers and designers, highlighting the need to incorporate multiple intelligences theory into their materials to better support learners' development.
LITERATURE REVIEW
Multiple Intelligences in Education
Intelligence has long captivated researchers, psychologists, and educators, leading to numerous theories, with Multiple Intelligences being among the most influential in psychology and education This literature review's initial section outlines significant intelligence theories from the past century and establishes the conceptual framework of Multiple Intelligences, which serves as the foundation for developing the coding scheme for this research.
Psychologists have struggled to establish a universal definition of intelligence, leading to a variety of interpretations (Pal et al., 2004, p 181) This diversity in definitions is accompanied by numerous theories of intelligence, which continue to evolve over time One of the earliest theories was proposed by Spearman.
In 1904, Spearman introduced the concept of a general intelligence factor, known as "G," positing that intelligence is a measurable cognitive ability This led to the development of the Stanford-Binet Intelligence Test, or IQ test, designed to quantify general intelligence (Terman and Merrill, 1973) However, Thurstone challenged Spearman's perspective in 1938 with his theory of Primary Mental Abilities, suggesting that intelligence comprises multiple distinct factors rather than a single general ability.
Measuring intelligence through a single ability is inadequate, as Gardner (1983) defined it as a biological potential to process information activated in cultural contexts to solve problems or create valued products This definition highlights that intelligence transcends cultural boundaries and can be inherited, developed, or enhanced through education and social environments (Ebadi & Beigzadeh, 2016) Instead of viewing intelligence solely as a general ability focused on language and logic, Gardner introduced the Multiple Intelligences Theory, proposing various types of intelligence that reflect diverse human capabilities.
The theory of Multiple Intelligences (MI) significantly influences learner-centered education by acknowledging the unique characteristics of each learner and tailoring instructional methods to meet these individual needs (Richards & Rodgers, 2001, p 123).
The Multiple Intelligences (MI) theory, developed in the 1980s by Howard Gardner and further refined by educationists such as Thomas Armstrong, Tom Hatch, and Sue Teele, posits that intelligence is a diverse and developable ability This perspective on intelligence has emerged from ongoing research into human capabilities that dates back to the early 1900s.
In 1983, Howard Gardner introduced the Multiple Intelligences Theory, identifying seven distinct types of intelligence: linguistic/verbal, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal He later added two additional intelligences—naturalistic and existential—in 1999, although he did not officially recognize existential as the ninth intelligence The characteristics of these intelligences are elaborated upon through various studies, including those by Armstrong, Brualdi, and Gardner himself While each intelligence is examined independently, Gardner emphasized that they often intertwine and interact fluidly in practice.
Linguistic Intelligence is characterized by a keen sensitivity to both spoken and written language, enabling individuals to learn languages effectively and use them to achieve specific goals (Smith, 2002, 2008) This form of intelligence encompasses various applications, including rhetoric for persuasion, mnemonics for memory retention, explanation for informative purposes, and meta-language for self-referential discussions (Armstrong, 1994) It plays a crucial role in the skills of listening, speaking, reading, and writing (O’Brien, 2000), and extends beyond mere verbal and grammatical tasks to include storytelling, the use of metaphors and similes, symbolic thinking, and conceptual patterning (Golubtchik, 2001).
Individuals with high intelligence often exhibit advanced language skills, making them more receptive to personalized attention They tend to thrive in environments free from non-constructive verbal criticism, such as sarcasm, negative remarks, and humiliation, as these can hinder their learning process (Golubtchik).
Logical-mathematical Intelligence is the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically (Smith, 2002,
Logical-mathematical intelligence encompasses inductive and deductive reasoning, numerical relationships, abstract concepts, and critical thinking Key processes involved include categorization, classification, inference, generalization, calculation, and hypothesis testing Students with strong logical intelligence enjoy developing strategies, conducting experiments, reasoning, working with numbers, asking questions, and exploring patterns and relationships.
Spatial Intelligence encompasses the ability to visualize and graphically represent spatial concepts, as well as to manipulate mental images for problem-solving It is particularly relevant in fields like visual arts, navigation, architecture, and strategic games such as chess Individuals with strong spatial intelligence are attuned to color, shape, and form, enabling them to create vivid mental images These learners thrive with visual aids, including maps, posters, and videos, but may struggle with lengthy texts that lack illustrations.
Bodily-kinesthetic Intelligence refers to the skill of coordinating mental abilities with physical movements, challenging the misconception that mental and physical activities are unrelated (Brualdi, 1996) This intelligence encompasses the capacity to express emotions through the body, engage in games, and effectively communicate using body language (O’Brien, 2000) Students with strong bodily-kinesthetic intelligence learn best through hands-on experiences, physical movement, and direct interaction with their surroundings (Golubtchik, 2001).
Musical intelligence refers to the ability to recognize rhythm, pitch, melody, and musical composition and performance (Gardner, 1999) It is the capacity to perceive,
13 | P a g e discriminate, transform, and express musical forms (Armstrong, 1994) It involves sensitivity to environmental sounds, the human voice and musical instruments (O’Brien,
Students with strong musical intelligence thrive in learning environments that incorporate rhythm, melody, and music They have a natural talent for recognizing sounds, remembering melodies, and keeping time, making it easier for them to memorize words when set to music These learners often favor auditory methods of information delivery, preferring to listen or speak rather than read silently.
Interpersonal Intelligence refers to the ability to recognize and differentiate the moods, intentions, motivations, and feelings of others, enabling effective collaboration and empathy (Armstrong, 1994; Smith, 2002, 2008; O’Brien, 2000) Individuals with strong interpersonal intelligence excel as team players and leaders, demonstrating skills in understanding others, organizing tasks, collaborating, communicating, and mediating conflicts (Golubtchik, 2001).
Intrapersonal Intelligence refers to a deep understanding of oneself, encompassing awareness of personal strengths, weaknesses, emotions, motivations, and desires, as well as the ability to practice self-discipline and maintain self-esteem (Armstrong, 1994) Students exhibiting high intrapersonal intelligence excel in planning and setting independent goals, but they thrive on individualized attention and guidance from teachers Although they may be hesitant to engage in group activities and class discussions, they are often inspired by thought-provoking questions and can offer unique insights (Golubtchik, 2001).
Multiple intelligences in language teaching and learning
The Multiple Intelligences Theory significantly influences education, particularly in language acquisition This literature review highlights the effects of this theory on language teaching and learning, drawing from previous studies, and outlines effective activities designed to enhance each type of intelligence.
2.2.1 The role of Multiple intelligences in language teaching and learning
The Multiple Intelligence Theory (MIT) plays a crucial role in language learning, as evidenced by research conducted by Moenikia & Zahed-Babelan (2010) and Yi-an (2010) Numerous studies highlight the positive effects of MIT on learners, including improved language skills and a more enjoyable classroom environment Additionally, MIT fosters the development of various intelligences, further enriching the learning experience.
15 | P a g e linguistic/verbal intelligence type could also lead to successful language learning since
Language extends beyond a mere linguistic framework, incorporating all facets of communication (Richards & Rodgers, 2001, p 117) This section explores how Multiple Intelligences (MI) contribute to enhancing the language learning and teaching experience.
Research indicates that Multiple Intelligences (MI) can significantly enhance language skill development and foster a positive classroom environment Studies have shown that MI influences student achievement both generally and in specific sub-skills, as evidenced by various researchers (Haley, 2004; Soleimani et al., 2012; Tahriri & Yamini, 2012; Bas & Beyhan, 2017) Furthermore, MI activities have proven effective in improving students' writing competencies (Eng and Mustapha, 2010; Naoe, 2010; Gỹndỹz & ĩnal, 2016) and enhancing their reading comprehension skills (Gaines & Lehmann, 2002; Okebukola & Owolabi, 2009).
MI activities significantly influence affective factors such as motivation, attitudes, self-esteem, and enthusiasm (Bas & Beyhan, 2010) According to Ibnian and Haban (2013), integrating Multiple Intelligences Theory (MIT) is essential for fostering an engaging and motivating environment in English Language Teaching (ELT) classrooms By tailoring activities to align with learners' dominant intelligences, students become more active participants in their learning (Gullatt, 2008), which positively impacts their attitudes toward English (Hamurlu, 2007) and enhances their self-efficacy in ELT settings (Shore & Robin, 2002; Koura, 2005).
Research indicates that enhancing various types of intelligence can significantly aid students in their language learning journey Linguistic Intelligence, defined as the ability to use language effectively in both oral and written forms, plays a crucial role in mastering language skills and components Furthermore, aside from verbal/linguistic intelligence, other frameworks of intelligence can also support language acquisition.
Musical intelligence plays a crucial role in enhancing student performance and increasing motivation in language learning Research indicates that students who receive musical education or are exposed to classical and baroque music tend to achieve higher academic results (Campbell, 1997; Lozanov, 1988) Additionally, incorporating music into the teaching context can lead to improved outcomes for students, fostering a more engaging and effective learning environment.
16 | P a g e concentration and connection with their inner self, elimination of distracting sounds, and the creation of a relaxed and motivating classroom atmosphere (Arnold & Fonseca, 2004)
Visual/spatial intelligence plays a crucial role in enhancing language learning by incorporating images that support comprehension The use of visual aids is essential for providing meaningful input, making it easier for second language learners to grasp new concepts effectively (Arnold & Fonseca).
Imagery plays a crucial role in enhancing learners' interest and motivation in reading (Long, Winograd & Bridge, 1989) Systematic use of mental images can significantly aid reading comprehension, as visualization is essential for making meaning from texts (Tomlinson, 1998).
Logical and mathematical intelligence plays a significant role in enhancing language learning, as evidenced by numerous studies highlighting the impact of critical thinking on various language skills Research indicates that critical thinking can improve writing abilities (Rafi, n.d.), oral communication skills (Kusaka & Robertson, n.d.), and overall language proficiency (Liaw, 2007) Furthermore, engaging in problem-solving tasks encourages learners to concentrate on meaning, while the process of rereading to address these tasks helps them become more familiar with vocabulary and text structures (Arnold & Fonseca, 2004).
Bodily kinesthetic intelligence significantly influences creative learning in first-grade children (Salame, Uzho & Paola, 2016) In language teaching, non-verbal communication elements, such as facial expressions and body language, play a vital role in conveying ideas, intentions, and emotions Additionally, speech-independent gestures, known as emblems, can substitute for verbal communication and enhance the flow and rhythm of interactions while maintaining attention through added emphasis (Knapp & Hall, 1992).
Interpersonal intelligence plays a vital role in foreign language teaching and learning, as instructional models rooted in social constructivism emphasize the importance of collaboration among learners and practitioners (Lave & Wenger, 1991; McMahon, 1997) According to Vygotskian constructivism, learning initially occurs through interactions between individuals (inter mentality) before it becomes internalized (intra mentality) (Dornyei & Murphy, 2003) Consequently, fostering interpersonal intelligence alongside linguistic/verbal intelligence is essential for effective language acquisition.
17 | P a g e work can also enhance learners’ communicative competence, and generate learners’ motivation (Richards & Rodgers, 2001) and confidence (Larsen-Freeman, 2004)
Intrapersonal and naturalistic intelligence play significant roles in language learning Research by Pishghadam (2009b) indicates that intrapersonal intelligence enhances productive language skills by helping learners recognize their strengths and weaknesses, thereby optimizing performance (Christison, 1999; Reid, 1995, 1998) Engaging in nature-related tasks, such as writing about one's country or city and explaining nature-related vocabulary, can further improve speaking and writing abilities (Derakhshan & Faribi, 2015).
Incorporating Multiple Intelligences (MI) into classroom instructional materials and activities can significantly enhance students' academic performance and cognitive and language skills MI activities foster greater motivation, enthusiasm, and positive attitudes toward language learning by promoting a student-centered approach Additionally, developing various types of intelligence supports learners in becoming well-rounded individuals equipped with critical thinking, problem-solving abilities, creativity, and collaboration skills These advantages of MI in language education motivate this research to explore whether the new English curriculum textbooks provide opportunities for MI engagement among students.
Incorporating diverse activities that engage various types of intelligences can significantly enhance language development and multiple intelligences (MI) growth Educators should aim to provide learners with opportunities to engage with information in their preferred styles while also fostering the development of their other intelligences (Arnold & Fonseca, 2004) MI researchers have proposed various teaching strategies and tasks to help educators effectively nurture students' multiple intelligences.
Multiple intelligences in language textbooks
The Theory of Multiple Intelligences significantly enhances language learning, as highlighted in earlier sections This literature review also explores the role of textbooks in the language teaching and learning process, while delving into previous studies that examine the integration of Multiple Intelligences within language textbooks.
2.3.1 The role of textbooks in language teaching and learning
Textbooks are often regarded as the essential foundation of any English Language Teaching (ELT) program, serving as a universal component in the teaching process They play a crucial role in the effective delivery of English language instruction, making them an indispensable element of ELT.
In EFL teaching contexts, textbooks often serve as the primary source of instruction and language input, both in and out of the classroom (Richards, 2005) Researchers highlight several advantages of using textbooks, including their role in providing a structured syllabus that guides teachers in material production, lesson planning, and assessment methods (Cunningsworth, 1995) By standardizing instruction and assessment, textbooks enable teachers to deliver consistent teaching and testing across different classes (Richards, 2001) Furthermore, students tend to trust the credibility of textbooks more than self-made materials, as textbooks undergo rigorous national or international testing before publication (Sheldon, 1988) Additionally, textbooks can promote learner autonomy, making them a valuable resource in the educational process (Cunningsworth, 1995).
1995) With textbooks, students can take control of their learning and less dependent on teachers for language input or language reinforcement
While textbooks offer numerous advantages, there are notable concerns regarding their use in education Teachers' reliance on textbooks can diminish their control over lesson content and teaching methods, potentially deskilling them (McGrath, 2002; Richards, 2001) Additionally, textbooks, often designed for global markets, may not adequately address the specific needs of students, necessitating adaptations to better fit individual learning requirements (Tomlinson, 1998; Richards, 2001).
2.3.2 Studies on Multiple intelligences in language textbooks
Numerous studies have explored English Language Teaching (ELT) textbooks through the lens of Multiple Intelligences (MI) theory, highlighting the potential for fostering various intelligences beyond linguistic skills (Palmberg, 2001; Botelho, 2003; Van den Berg & Nieman, 2007; Kırkgửz, 2010; Razmjoo & Jozaghi, 2010; Rezvani & Amiri, 2012; Taase, 2012; Estaji & Nafisi, 2014; Kia-Ahmadi & Arabmofrad, 2015; Ebadi & Beigzadeh, 2016) Despite this, some research indicates that certain textbooks fail to support the development of all intelligences, lacking activities aimed at bodily/kinesthetic, musical, naturalistic, and interpersonal intelligences (Ebadi & Beigzadeh, 2016; Taase, 2012; Rezvani & Amiri, 2012).
Research indicates that language textbooks primarily enhance verbal/linguistic intelligence, with nearly all activities supporting this development (Palmberg, 2001; Rezvani & Amiri, 2012) Additionally, studies reveal that visual/spatial, logical, interpersonal, and intrapersonal intelligences are also significantly represented in these textbooks (Van den Berg & Nieman, 2007; Taase, 2012; Ebadi & Beigzadeh, 2016) Among these, visual/spatial and logical/mathematical intelligences are the most commonly featured (Kırkgửz, 2010; Razmjoo & Jozaghi, 2010; Taase, 2012; Kia-Ahmadi & Arabmofrad, 2015; Ebadi & Beigzadeh, 2016) Conversely, bodily/kinesthetic, musical, and naturalistic intelligences are notably underrepresented, with some textbooks lacking activities that cater to these areas (Rezvani & Amiri, 2012; Taase, 2012; Ebadi & Beigzadeh, 2016).
Studies on intelligence types highlight the frequency and dominance of various intelligences developed through textbook activities Van den Berg and Nieman (2007) noted that their activities primarily aimed at enhancing verbal/linguistic intelligence, while interpersonal intelligence was fostered through limited activities like group tasks and peer assessments Similarly, Botelho (2003) and Ebadi and Beigzadeh (2016) found that pair and group work were emphasized in analyzed textbooks Activities promoting intrapersonal intelligence included discussing personal preferences and expressing opinions, with Botelho (2003) identifying personal opinion sharing as particularly common Additionally, the analysis of visual texts was noted as a key activity for developing spatial/visual intelligence.
& Nieman, 2007) and the utilization of pictures, graphs, tables (Botelho, 2003) were the most frequently addressed activity
Some research further analyzed the textbooks to find the possible link between the theme and different intelligences as well as the activities to enhance more intelligence
The presence of various intelligences in textbooks is influenced by the topics covered, with units on "Art and Artist" and "Body Decoration" primarily reflecting visual/spatial intelligence (Van den Berg & Nieman, 2007) According to Botelho (2003), musical intelligence is prominently featured in music-related units, while naturalistic intelligence is highlighted in sections addressing nature and environmental issues Botelho also noted that many activities incorporate an average of three to four intelligences, with some, like games and extracurricular activities, capable of engaging more than four intelligences simultaneously Additionally, combining skills such as listening/speaking, reading/writing, and reading/speaking can further enhance the development of multiple intelligences in learners.
Many studies on Multiple Intelligences (MI) utilize a checklist to categorize activities according to different types of intelligence, based on the characteristics outlined by Gardner and other researchers While some checklists focus solely on describing each intelligence's traits and related activities, others enhance clarity by including sample activities from analyzed textbooks, allowing for more effective coding and classification.
Botelho (2003) compiled a comprehensive checklist of activities and materials tailored for different types of intelligences, drawing from various sources, including MIT's descriptions (Christison, 1996; Christison & Kennedy, 1999; Palmberg, 2001) This checklist has been widely adapted and utilized in subsequent research studies (Rezvani & Amiri, 2012; Kia-Ahmadi & Arabmofrad, 2015; Ebadi & Beigzadeh, 2016), including the work of Razmjoo and Jozaghi.
The checklist developed by Ebadi and Beigzadeh (2016) is rooted in Gardner's Multiple Intelligences (MI) theory and draws from a comprehensive review of literature, including works by Botelho (2003), Estaji & Nafisi (2014), Ibragimova (2011), and Kirgoz (2010) This checklist not only provides a detailed reference for activities corresponding to each intelligence but also adapts and expands upon previous frameworks, ensuring clarity and relevance for educators By incorporating diverse sources, it offers a wide range of sample activities tailored to each type of intelligence, making it a valuable resource for enhancing learning experiences in Vietnamese textbooks.
23 | P a g e research (Botelho, 2003; Razmjoo & Jozaghi, 2010; Ebadi & Beigzadeh, 2016) are considered to be the basis for designing this study’s checklist
Recent literature highlights a growing interest among educators and scholars in Multiple Intelligences Theory (MIT) and its beneficial impact on English language teaching and learning worldwide However, there is a noticeable gap in research within Vietnam regarding the effectiveness of English textbooks in promoting multiple intelligences, despite their crucial role in education This study aims to investigate the potential for fostering students' multiple intelligences within a specific section of the New English Textbook 10, contributing valuable insights to the existing research on MIT in language education.
METHODOLOGY
Context of the study
The Ministry of Education and Training (MoET) is modernizing English language curricula in Vietnam through the National Project on Teaching and Learning Foreign Languages (2008-2020), emphasizing a learner-centered and communicative approach This initiative includes a ten-year textbook development project aimed at addressing the diverse English learning needs of students across three age groups, considering their cognitive, social, and emotional requirements Additionally, the National Foreign Languages 2020 project focuses on equipping students with a broad range of competencies necessary for global citizenship, including autonomy, problem-solving, creativity, self-management, communication, collaboration, and information technology, alongside essential foreign language skills.
The new curriculum's requirement aligns with the theory of Multiple Intelligences (MI), aiming to cultivate well-rounded individuals equipped with essential 21st-century skills (Laker, 2012) By incorporating activities that cater to various types of intelligence, such as linguistic, interpersonal, and logical intelligence, the curriculum promotes holistic development This approach enhances language skills, communication abilities, and logical thinking, fostering overall personal growth.
The new curriculum aims to enhance students' awareness of both their own culture and that of other countries, highlighting the interconnectedness of culture and language As noted in the literature review, effective communication relies on this relationship The New English Textbooks for upper-secondary schools include a Communication subsection that allows students to practice and consolidate the language skills acquired in previous units.
The integration of speaking skills with reading and listening skills enhances language learning The Culture subsection aims to expand students' global awareness and deepen their understanding of Vietnamese culture It is anticipated that the communication section will include a variety of activities to practice these skills while offering diverse cultural insights This study will explore the "Communication and Culture" section in the New English Textbook 10 to identify its opportunities for multiple intelligence learning.
Materials
The New English Textbook 10, developed collaboratively by the MoET Vietnam Education Publishing House and Pearson Education, consists of two student volumes, teacher's guides, workbooks, and CDs for each semester of grade 10 This textbook was chosen for analysis due to its balanced focus on all macro-skills—listening, speaking, reading, and writing—making it suitable for diverse activities aimed at multiple intelligences Additionally, students aged 15-16 are generally more open-minded and receptive to a variety of learning activities, further justifying the selection of this textbook for its rich array of skills and activities.
The data for this study were sourced from the "Communication and Culture" section of all 10 units in the New English Textbook 10 A thorough examination of the activities and images in the student books revealed that this section includes a variety of activities, typically ranging from 3 to 6 per unit Most activities are designed to integrate multiple skills, such as listening and speaking or reading and speaking.
Text analysis process
This study employs an inductive approach to text analysis, following the six-step framework outlined in Mayring's model (2000, as cited in Van den Berg & Nieman, 2007) The first step involves defining the research problem and identifying the topic of interest.
The article outlines a structured approach to defining categories as a theoretical framework, detailing a step-by-step process for formulating these categories based on existing literature It emphasizes the importance of revising categories after analyzing 10%-50% of the text to ensure reliability through formative checks The final analysis involves summative checks of reliability, leading to the interpretation of results, including quantitative measures such as quantities and frequency.
The coding scheme for this study, as detailed in the literature review (section 2.3.2), is primarily based on established frameworks from previous research on Multiple Intelligences (MI) in textbooks, particularly drawing from Botelho's checklist (2003) This checklist not only provided foundational categories but also included specific activities for each intelligence, sourced from various studies (Christison, 1996; Christison & Kennedy, 1999; Palmberg, 2001) Botelho's checklist has proven to be an effective tool for categorizing activities and has been adapted in subsequent research (Rezvani & Amiri, 2012; Arabmofrad, 2015; Ebadi & Beigzadeh, 2016).
The categories in this study were developed based on common activities identified in the checklists by Razmjoo and Jozaghi (2010) and Ebadi and Beigzadeh (2016) Sample activities were tailored for each category, incorporating elements from both previous checklists and the New English Textbook 10.
The initial categories for different intelligences were developed based on a conceptual framework (Armstrong, 1994; Brualdi, 1996; Gardner, 1999; Golubtchik, 2001; O’Brien, 2000; Smith, 2002, 2008) After piloting these categories through various textbook activities, revisions were made to retain only the most relevant categories Categories deemed unsuitable for high school, such as "coloring" and "story-telling," along with language-focused categories like "deductive and inductive reasoning," were omitted, as the "Communication and Culture" section emphasizes four skills and cultural introduction.
The researcher coded the activities in the selected section of the textbook based on the developed coding scheme All the activities and exercises in 10 units in the section
The analysis of "Communication and Culture" in the New English Textbook 10 focused on identifying the types of intelligences that can be cultivated through various activities Each activity was assessed to determine the specific type or types of intelligences it targets Examples from the English textbook illustrate these intelligences, and a comprehensive list of activities corresponding to each type is provided, with the complete Multiple Intelligences (MI) checklist available in Appendix 1.
To enhance verbal/linguistic intelligence, engaging activities include brainstorming inventions that compensate for limitations or reading TV blurbs For logical/mathematical intelligence, tasks such as ranking ideas by importance from 1 to 5 can be effective In the realm of spatial/visual intelligence, activities like completing a mind map with information from a text or visualizing an area affected by environmental pollution are beneficial Finally, for bodily/kinesthetic intelligence, creative projects like designing a travel brochure can foster engagement and learning.
“Role-play being a tour guide and a tourist to the Himalayas”
Musical intelligence can be fostered through activities such as listening to song excerpts, while interpersonal intelligence is represented by tasks like interviewing friends about shared chores Intrapersonal intelligence is encouraged through self-reflective questions, such as contemplating participation in eco-tours in Vietnam Naturalist intelligence is engaged through activities related to nature, like grouping animals by habitat or identifying environmental threats Additionally, some activities, like group discussions, can simultaneously develop both interpersonal and verbal/linguistic intelligences, showcasing the interconnectedness of these learning styles.
28 | P a g e to the number of their occurrences for different intelligences (see Appendix 1 for different activities catering for each intelligence)
To verify the accuracy of the coding for the MI activities in the selected textbook section, a high school teacher with a decade of experience teaching upper-secondary students was recruited as an independent coder Prior to her involvement, she was briefed on the study's objectives and her responsibilities, and she signed a consent form Subsequently, the teacher conducted a thorough analysis of all activities within the section.
In the study on "Communication and Culture," coding results were independently analyzed by two researchers, with discrepancies addressed through discussion until consensus was achieved Inter-coder reliability was assessed based on percent agreement, with an acceptable range of 75% to 90% (Stemler, 2004) The study achieved an 85% agreement rate, indicating that the coding results are reliable.
Data analysis
In this study, we analyze the multiple intelligences (MI) present in the "Communication and Culture" section of the New English Textbook 10 by counting the occurrences of each intelligence across various activities The total number of activities and their corresponding intelligence occurrences are compiled in Excel, where a bar chart visually represents the MI distribution Additionally, we create tables to categorize the number of activities aligned with each intelligence type Key factors for identifying these intelligences include the activity type, descriptions, and the presence of visual elements such as pictures, graphs, and tables, while also highlighting the activities most representative of each intelligence type.
RESULTS AND DISCUSSIONS
Overview of the representation of MI in the “Communication and Culture” section
The analysis of the representation of Multiple Intelligences (MI) in the "Communication & Culture" section reveals that while various types of intelligence are addressed, bodily intelligence is notably absent Additionally, the different types of intelligence are not represented equally, indicating a skewed profile of MI within this section.
& Culture” activities is illustrated in Figure 1
Figure 1 The distribution of eight intelligences
Figure 1 illustrates the diverse distribution of eight intelligences within the selected textbook activities Linguistic intelligence dominates, representing nearly 90% of the activities, benefiting students who excel in verbal and linguistic skills In contrast, spatial, interpersonal, and logical-mathematical intelligences are significantly less emphasized, indicating a need for a more balanced approach to cater to all types of learners.
In the "Communication and Culture" section, linguistic and logical-mathematical intelligences dominate, comprising approximately 50% of the activities In contrast, intrapersonal, naturalistic, and musical intelligences receive significantly less focus, each accounting for less than 30% of the activities Bodily intelligence is notably neglected, with no activities recorded in this area For a comprehensive overview, refer to Table 1, which details the number and percentage of activities associated with each intelligence.
Table 1 Number of activities per intelligence and percentage of occurrence
Number of activities/number of total activities
Table 1 clearly shows that Verbal/Linguistic Intelligence is the most prevalent, appearing in 41 out of 46 activities This trend aligns with findings from previous studies on Multiple Intelligences in language textbooks, indicating a strong emphasis on linguistic intelligence in educational materials (Palmberg, 2001; Botelho, 2003; Van den Berg & Nieman, 2007; Kırkgửz, 2010; Razmjoo & Jozaghi, 2010; Rezvani & Amiri, 2012; Taase, 2012; Estaji & Nafisi, 2014; Kia-Ahmadi & Arabmofrad, 2015; Ebadi & Beigzadeh, 2016).
In the "Communication and Culture" section, Visual/Spatial, Interpersonal, and Logical Intelligences are highlighted as the three most prevalent forms of intelligence following Linguistic/Verbal intelligence Notably, Visual/Spatial intelligence is emphasized significantly, receiving 25 mentions, underscoring its importance in understanding communication dynamics within cultural contexts.
46 activities catering to this type of intelligence The third frequently addressed intelligence is interpersonal intelligence, which was present in 23 of 46 activities Logical
31 | P a g e intelligence is the next most represented intelligence in the chosen section, appearing in
Table 1 highlights that Intrapersonal and Naturalistic Intelligences are among the least prevalent, appearing in only 12 and 11 activities, respectively Additionally, Musical Intelligence is notably underrepresented, with minimal acknowledgment in the activities listed.
Bodily/Kinesthetic Intelligence is notably absent from the activities discussed, highlighting a significant gap identified in studies by Rezvani and Amiri (2012), Taase (2012), and Ebadi and Beigzadeh (2016), which examined textbooks for English for Specific Purposes (ESP) and for elementary and secondary school students This oversight suggests that bodily intelligence is often overlooked in language education across various levels.
Table 1 clearly demonstrates that the activities in the "Communication and Culture" section address multiple intelligences Preliminary analysis indicates that the findings of this study align with results from previous research on multiple intelligences in language textbooks.
In the following sections, the detailed analysis of each intelligence to find out the opportunities to enhance them is presented.
Opportunities to develop Verbal/Linguistic Intelligence
The "Communication and Culture" section of the New English Textbook 10 offers numerous opportunities for enhancing learners' Verbal/Linguistic Intelligence As highlighted in section 4.1, this type of intelligence is the most prominently featured in the activities presented Table 2 illustrates the quantity and percentage of activities that reflect Verbal/Linguistic Intelligence compared to the total number of activities in this section of the textbook.
Table 2 Number and percentage of Verbal/Linguistic Intelligence activities Unit
Number of verbal/linguistic activities
Percentage of verbal/linguistic activities
Table 2 highlights that Verbal/Linguistic Intelligence is addressed across 10 unit sections, with all activities incorporating this intelligence in 6 of those sections Notably, over 80% of activities are concentrated in 3 specific units of the textbook This structure allows learners with strong linguistic skills to leverage their abilities in language learning, while also providing opportunities for those with weaker linguistic intelligence to improve.
The chosen section of the textbook employs various activities to enhance Verbal/Linguistic Intelligence, primarily focusing on reading, speaking, and discussion For instance, students read about traditional health beliefs in Vietnam and Indonesia, engage in speaking activities to discuss achievements in gender equality in Vietnam, and participate in discussions about the environmental impact of tourism However, writing activities are notably absent, which may be attributed to the extensive cultural information presented, limiting time for writing exercises Since this research centers on communication and culture, writing practice may be included in other sections of the textbook Overall, reading tasks serve as knowledge input, speaking activities activate prior knowledge, and discussions facilitate the exchange of ideas on cultural topics, effectively developing linguistic intelligence.
Linguistic intelligence is prominently developed in language textbooks, which primarily focus on enhancing four key language skills: reading, writing, listening, and speaking These textbooks also cover essential linguistic components such as vocabulary, grammar, and pronunciation, all of which contribute to the growth of linguistic intelligence (Ebadi & Beigzadeh, 2016).
The "Communication and Culture" section emphasizes various language skills developed in prior sessions, showcasing a significant presence of linguistic intelligence Research indicates that language textbooks feature a high percentage of activities related to this intelligence, often ranging from 97% to 100% (Palmberg, 2001; Rezvani & Amiri, 2012; Botelho, 2003; Razmjoo & Jozaghi, 2010) This study specifically examines the "Communication and Culture" section, highlighting the need for activities that enhance cultural knowledge, such as matching artists' names with their corresponding images.
Opportunities to develop Spatial/Visual Intelligence
The analysis reveals significant opportunities for enhancing learners' Spatial/Visual Intelligence within the "Communication and Culture" section of the New English Textbook 10 As highlighted in section 4.1, Spatial/Visual Intelligence ranks as the second most prominent type of intelligence featured in the activities Table 3 illustrates both the quantity and percentage of activities that foster Spatial/Visual Intelligence in relation to the total number of activities in this section of the textbook.
Table 3 Number and percentage of Spatial/Visual Intelligence activities
Number of Spatial/Visual activities
Percentage of Spatial/Visual activities
Table 3 illustrates that visual/spatial intelligence, the second most prevalent type of intelligence, varies significantly across the 10 units of the selected section, with representation ranging from 40% to 75% This variation suggests that certain units provide more opportunities for enhancing spatial intelligence than others However, overall, there remains a substantial potential for developing this intelligence throughout the section Learners with strong spatial intelligence can leverage it to improve their language skills, while those with less developed spatial abilities are given the opportunity to cultivate this important intelligence.
The "Communication and Culture" section of this textbook emphasizes activities that develop Visual/Spatial intelligence, such as using pictures, tables, and mind maps, similar to those identified in studies by Botelho (2003) and Ebadi and Beigzadeh (2016) focused on language skills Incorporating visual elements in reading tasks not only captures students' attention but also enhances their motivation and comprehension, as noted by Long, Winograd, and Bridge (1989) and Tomlinson (1998) This section offers diverse reading texts and tasks to immerse students in various cultures, while the integration of Spatial intelligence aids learners in navigating these tasks more effectively, leading to a smoother and more meaningful language acquisition experience (Arnold & Fonseca, 2004).
In the analyzed section of this study, various activities are employed to enhance Visual/Spatial intelligence, primarily utilizing pictures to illustrate scenarios in reading passages and stimulate responses in speaking tasks Additionally, tables are occasionally included in post-reading exercises that encourage students to compare different cultures A mind map is also used in one activity for brainstorming, where students are tasked with completing a diagram about their favorite eco-tourism destination Consistent with the other sections, the headings in this part of the New English Textbook 10 reflect a similar structure.
The New English Textbook features larger sizes and vibrant colors that effectively capture students' attention, particularly in the "Communication" and "Culture" sections However, it lacks art-related activities such as drawing and painting, which are categorized under 3.4, as well as visualization activities in category 3.5 It is possible that these artistic elements may be included in other sections of the textbook.
10 as the inclusion of visual intelligence in foreign/second language learning is advantageous to learners of all ages (Van den Berg & Nieman, 2007).
Opportunities to develop Interpersonal Intelligence
The "Communication and Culture" section of the New English Textbook 10 provides valuable opportunities for enhancing learners' Interpersonal Intelligence, which is identified as the third most prevalent type of intelligence in the activities According to Table 4, the number and percentage of activities that represent Interpersonal Intelligence are detailed in relation to the total number of activities in this section.
Table 4 Number and percentage of Interpersonal Intelligence activities
Table 4 indicates that interpersonal intelligence is present across all 10 unit sections, albeit in varying degrees, with percentages ranging from 25% to 80% This suggests that while interpersonal intelligence is supported, it is not fully developed.
Interpersonal intelligence is prominently represented in educational activities, particularly through pair work and group work, as evidenced by studies from Botelho (2003) and Ebadi and Beigzadeh (2016) on ELT and Persian textbooks These collaborative activities foster a sense of security among learners, enhancing their speaking fluency (Hosseini, Bakhtiarvand & Tabatabaei, 2013) In the new textbook analyzed, the frequency of pair work activities is comparable to that of group work, with pair work requiring less space and promoting both competition and cooperation among students Group work is essential for encouraging linguistic interaction and learner responsibility (Brown, 1995) Therefore, it is crucial for high school language textbooks, especially the New English Textbook 10, to maintain a balanced approach between pair and group work activities.
Interpersonal intelligence plays a crucial role in enhancing learners' motivation and confidence, as noted by Richards & Rodgers (2001) and Larsen-Freeman (2004) This type of intelligence is particularly important for students as they engage in discussions about diverse cultures, which in turn helps improve their oral and listening skills (Van den Berg & Nieman, 2007) Furthermore, fostering interpersonal intelligence aligns with the Ministry of Education and Training's new curriculum objective of developing communicative competence (Hoang, 2018).
Opportunities to develop Logical/Mathematical Intelligence
Similarly, the opportunities to nurture Logical/Mathematical Intelligence in the
“Communication and Culture” section of the New English Textbook 10 have been found to be quite reasonable As discussed the above section (4.1), Logical/Mathematical
37 | P a g e intelligence is the fourth most predominant type of intelligence represented in the
Table 5 illustrates the quantity and percentage of activities reflecting Logical/Mathematical Intelligence within the total activities of the “Communication and Culture” section of the New English Textbook 10.
Table 5 Number and percentage of Logical Intelligence activities
Number of Logical/Mathematica l activities
Percentage of Logical/Mathematical activities
Table 5 reveals that Logical intelligence is covered in just 9 unit sections, exhibiting significant variability in participation rates from 0% to 100% Consequently, high school students can develop their Logical intelligence at differing levels throughout these unit sections.
The findings indicate that effective activities for enhancing logical intelligence include explaining viewpoints, rating the importance of various factors, matching titles to articles, categorizing information from discussions, and comparing different ideas.
(e.g What are the similarities/differences between the ideas of success in the two cultures?) Those activities were also found to be prevalent in the research of Botelho
(2003) and Ebadi and Beigzadeh (2016), indicating that those activities are common to
To enhance critical thinking in language learning, textbooks should incorporate activities that require learners to explain their reasoning, encouraging deeper cognitive engagement Rating activities prompt students to weigh the pros and cons of various options, fostering analytical skills Cultural teaching can be enriched through matching exercises that connect country names with their inventions Additionally, categorizing and comparing tasks in reading and speaking activities help students differentiate between cultures Problem-solving tasks, particularly those addressing environmental issues, empower students to actively participate in global challenges while reinforcing vocabulary and text structures through meaningful engagement.
In the cultural studies section, students often compare different cultures, which fosters logical thinking and enhances logical intelligence Van den Berg and Nieman (2007) emphasize the importance of providing more opportunities for older learners to develop this intelligence, particularly for high school students who are better equipped to understand abstract concepts and relationships Therefore, cultivating logical intelligence in the New English Textbook 10 is crucial for their educational growth.
Opportunities to develop Intrapersonal Intelligence
The “Communication and Culture” section of the New English Textbook 10 has been found to provide few opportunities to develop learners’ Intrapersonal Intelligence
Intrapersonal intelligence ranks as the fifth most prominent type of intelligence within the "Communication and Culture" activities, as detailed in section 4.1 Table 6 illustrates both the quantity and percentage of activities that exemplify intrapersonal intelligence relative to the total number of activities in the selected section of the New English Textbook 10.
Table 6 Number and percentage of Intrapersonal Intelligence activities
Table 6 indicates that intrapersonal intelligence is represented in seven unit sections, exhibiting a significant variation from 0% to 60% in related activities This suggests that while the analyzed sections provide opportunities for developing intrapersonal intelligence, the extent of these opportunities is relatively limited.
The analysis of the “Communication and Culture” section in the New English Textbook 10 reveals that activities focused on intrapersonal intelligence primarily encourage students to express personal opinions and discuss their likes and dislikes For instance, tasks such as evaluating comments on personal electronic devices and sharing music preferences foster critical thinking and engagement with both native and foreign cultures By articulating their viewpoints, students not only enhance their understanding of the material but also develop a critical perspective on the information presented by textbooks and educators Additionally, reflective learning activities, like assessing community development needs, further stimulate student interest and knowledge retention.
40 | P a g e analyzed section is also utilized in some activities that can nurture intrapersonal intelligence
Intrapersonal intelligence plays a crucial role in enabling learners to critically assess their work and express their opinions effectively (Van den Berg & Nieman, 2007) Language textbooks for mature and advanced learners emphasize this type of intelligence more than those designed for younger students (Estaji & Nafisi, 2014) Therefore, fostering intrapersonal intelligence is particularly beneficial for English grade 10 students at the intermediate level.
Opportunities to develop Naturalistic Intelligence
The "Communication and Culture" section of the New English Textbook 10 provides limited opportunities for developing Naturalistic Intelligence, focusing on it in only 23.9% of activities, primarily within two units on environmental preservation and eco-tourism Research by Botelho (2003) confirms that Naturalistic Intelligence is mainly emphasized in contexts related to nature and environmental issues, suggesting that students have minimal chances to cultivate this intelligence The analyzed textbook section includes activities such as recognizing animals through pictures and discussing environmental threats, alongside brainstorming solutions for environmental protection, which can enhance students' vocabulary, problem-solving abilities, and critical thinking skills (Chicas et al., 2013).
Research by Kırkgüz (2010), Tasse (2012), and Estaji & Nafisi (2014) indicates a significant under-representation of naturalistic intelligence in educational textbooks This deficiency may stem from limited time, space, and resources for outdoor activities that facilitate direct engagement with nature Furthermore, Estaji and Nafisi (2014) noted that naturalistic intelligence is predominantly featured in intermediate and advanced level textbooks, as discussions on environmental issues necessitate a certain level of vocabulary and background knowledge Consequently, activities focused on nature are often overlooked in earlier educational materials.
41 | P a g e and environment are appropriate for grade 10 students whose language proficiency level is intermediate.
Opportunities to develop Musical Intelligence and Bodily/Kinesthetic Intelligence
The "Communication and Culture" section of the New English Textbook 10 offers minimal opportunities to develop Musical Intelligence, representing only 4.3% of the activities This intelligence is addressed in just one unit focused on music, highlighting the limited potential for enhancing Musical Intelligence within this portion of the textbook.
The findings indicate that the only activity aimed at developing musical intelligence within the "Communication and Culture" section is listening to songs and identifying their titles While music is a significant cultural element introduced, this section lacks a focus on linguistic components, particularly in areas like pronunciation and stress Given the crucial role of musical intelligence in enhancing language learning—such as improving concentration, creating a motivating classroom environment, and contributing to better academic outcomes—activities designed to foster this intelligence may be present in other sections of the New English Textbook 10.
The research highlights a significant gap in the "Communication and Culture" section of the New English Textbook 10, revealing that it lacks opportunities to develop Bodily/Kinesthetic Intelligence No activities in this section cater to this type of intelligence, indicating a missed chance for its cultivation However, certain aspects of bodily/kinesthetic intelligence, such as role-play and hands-on experiences, could potentially be incorporated without requiring extensive physical movement It is possible that other sections of the New English Textbook 10 may offer avenues for nurturing this intelligence.
Possible connections between the unit themes and the representation of MI
The selection of themes in educational materials significantly influences the types of intelligences developed in learners, as highlighted by Van den Berg and Nieman (2007) Their analysis revealed that themes such as "Art and artist" and "Body decoration" fostered spatial and naturalistic intelligences in the textbook "On track with English." Similarly, Botelho (2003) found that musical intelligence was prominent in units focused on music styles, while naturalistic intelligence was emphasized in topics related to nature and environmental issues This research further confirms that musical intelligence is specifically addressed in unit 3, centered on music, while units 9 and 10 focus on environmental preservation and ecotourism, respectively, catering to naturalistic intelligence.
The relationship between themes and intelligences extends to the types of activities associated with each topic For instance, the "Inventions" unit features a notable 75% of activities geared towards spatial/visual intelligence, enhanced by illustrations that make the science-heavy content more accessible This visual support aids learners in understanding technical terms, particularly in the "Communication and Culture" section, where images accompany mentions of inventions Additionally, this topic fosters logical intelligence by requiring learners to vote on inventions, while the "Cultural Diversity" section also promotes logical thinking through comparisons of customs and traditions In contrast, the theme of gender equality primarily enhances linguistic intelligence, as evidenced by activities focused on reading and discussing related issues, with intrapersonal intelligence peaking at 60% in this unit.
“Communication and Culture” section of Unit 8 about “New ways to learn” This is a
Learning about electronic devices offers students valuable opportunities to enhance their intrapersonal intelligence This process encourages them to reflect on their own study habits, share their opinions, and connect their personal experiences with technology usage.
Summary
The "Communication and Culture" section of the textbook offers various opportunities for students to develop their multiple intelligences, though it notably lacks support for bodily/kinesthetic intelligence The analysis reveals an imbalance in the representation of different intelligences, with verbal/linguistic intelligence receiving the most focus, followed by visual/spatial, interpersonal, and logical intelligences In contrast, intrapersonal, naturalistic, and musical intelligences are significantly underrepresented, leading to fewer opportunities for their development Additionally, there are no activities aimed at enhancing bodily/kinesthetic intelligence in this section However, it is possible that other sections of the New English Textbook 10 may provide opportunities for nurturing these less emphasized intelligences.
The findings suggest a potential link between themes and the corresponding types of intelligences in each unit, highlighting that certain intelligences, such as musical and naturalistic, are more pronounced in related topics like music and nature Furthermore, the chosen topic can shape the activities designed for each intelligence; for example, exploring cultural diversity encourages activities that compare various cultures, thereby enhancing logical intelligence.