INTRODUCTION
Rationale
This study is fundamentally rooted in the concept of L-O-V-E, which highlights four key aspects: the emphasis on learner-centeredness, the critical importance of speaking skills, and the diverse talents found in gifted high schools.
(4) Expectations of better learning outcomes
The nineteenth century marked a significant shift in language education, transitioning the focus from teaching to learning This change, alongside the widespread adoption of the Communicative Language Teaching approach, has greatly influenced language learning and teaching practices The learner-centered approach has been instrumental in enhancing teaching methodologies across various language classrooms, rendering traditional, teacher-centered methods less effective It is now clear that learners are the central figures in the language education process, leading to increased attention and a surge in innovative educational programs and paradigms at multiple levels.
In 2008, Vietnam's Ministry of Education and Training (MOET) launched the National Foreign Language Project, known as Project 2020, which prioritizes student learning The project's primary objective is to ensure that by 2020, most Vietnamese youth graduating from vocational schools, colleges, and universities can independently use a foreign language To achieve this goal, schools across the country have adopted learner-focused instructional strategies, leading to significant renovations in curriculum design and English textbooks As a result, a new ten-year English textbook series featuring updated content and a modern format has been implemented.
1.1.2 Overriding importance of Speaking skill
Foreign language learning relies on the interconnected skills of Listening, Speaking, Reading, and Writing, all of which contribute to effective communication Speaking, in particular, is crucial as it serves as a bridge between individuals sharing the same language According to Ur (1996), proficiency in speaking is essential, as those who have mastered a language are recognized as its speakers Luoma (2004) emphasizes that the ability to converse in a foreign language is fundamental to truly utilizing that language.
The National Project 2020 prioritizes speaking skills, aiming to make graduates more independent and confident communicators by 2020 Unlike in the past, when the focus was primarily on written language and grammar, there is now a greater appreciation for the importance of spoken communication.
1.1.3 Variety of talents in gifted high schools
“Every student is unique Each individual manifests varying levels of these different intelligences” (Gardner, 1983)
Learners exhibit diverse needs, interests, learning styles, and aptitudes, influenced by their environments and inherent characteristics This diversity is particularly evident in gifted schools, where students demonstrate their unique talents and varying academic strengths across subjects.
At Võ Nguyên Giáp Gifted High School in Quang Binh province, the author observed diverse preferences among students for in-class English activities Notably, some students excelled in English while struggling in other subjects, such as a young male student who performed poorly in English but excelled in Mathematics, and a female student who thrived in English yet faced challenges in Chemistry This highlights the various ways learners demonstrate their intellectual capabilities Given the unique talents of students in gifted high schools, tailored teaching approaches are essential to unlock their full potential.
1.1.4 Expectations of better learning outcomes
Students in gifted high schools require specialized teaching methods that go beyond traditional approaches, as they possess unique abilities compared to their peers in non-specialized schools Despite the understanding that gifted learners should not be assessed in the same manner as others, the current reformed curriculum has not adequately addressed the need for individualized assessment of their learning.
The disconnect between curriculum and assessment contradicts the commitment to learner-centered education and the objective of achieving communicative competence By considering the spheres of intelligence, we can explore effective ways to integrate teaching, learning, curriculum, and assessment, aligning with the goals of Project 2020.
The theory of Multiple Intelligences (MI), proposed by Dr Howard Gardner, is a valuable framework for understanding diverse talents in gifted education This learner-centered philosophy identifies various dimensions of intelligence that should be recognized and nurtured in educational settings By incorporating MI-based activities, teachers can embrace innovative approaches that foster a sense of achievement in all students, regardless of their language skills Additionally, MI theory shifts educators' views on student assessment, promoting a more holistic understanding of individual abilities.
The MI theory offers teachers a framework to tailor the curriculum to meet the diverse needs of students, and based on the success of previous MI-based studies, the author aims to enhance learning outcomes in this study Specifically, the goal is to boost learners' motivation and performance in speaking lessons, ultimately leading to the highest standards of achievement and excellence.
All in all, the rationale of L-O-V-E mentioned above is the momentum for the researcher to conduct the study entitled “The effects of MI-based speaking lessons on
Research on EFL learners highlights the significance of motivation and performance, particularly in the context of Multiple Intelligences (MI) application While extensive studies have explored areas such as learner autonomy, vocabulary retention, confidence, project-based learning, and communication, there is a notable lack of research focusing on the impact of MI-based instructional approaches on English speaking skills This gap is especially evident among students in gifted high schools, where understanding the relationship between MI strategies and enhanced motivation and oral performance remains underexplored.
Aims of the study
This study investigated how leveraging students' talents can enhance motivation and lead to improved learning outcomes It specifically explored the students' Multiple Intelligences (MI) profiles and assessed the impact of MI-based teaching on their motivation and oral performance.
Research questions
The study attempted to answer the following questions:
(1) What are the dominant intelligences that the students possess?
(2) How does MI-based teaching affect the students’ motivation for learning Speaking skill?
(3) How does MI-based teaching affect the students’ oral performance?
Scope of the study
This case study focuses on a small sample of 30 tenth graders from the Biology specialized class at VNG Gifted High School in Quang Binh during the 2018-2019 academic year English is a compulsory subject for these students, who learn it as a foreign language, with a specific emphasis on English-speaking skills for this research The selection of this group was based on three key factors: their similar English test scores from the admission exam indicating a homogeneous proficiency level, the author's curiosity about their distinct classroom behaviors and multiple intelligences (MI) profiles, and their comparatively lower motivation for speaking skills compared to peers in other classes Additionally, their oral performance in speaking lessons has been subpar, as evidenced by several formative assessments conducted throughout the year.
Significance of the study
This study offers significant benefits for both teachers and students, particularly those involved in the research It addresses the needs of learners in the classroom by enhancing their motivation and achievement in speaking skills By discovering their multiple intelligences (MI) profiles, students can identify their strengths and weaknesses, which boosts their motivation and prepares them for success in oral communication Additionally, the research provides English language teachers with a framework to create effective teaching environments that incorporate MI to improve speaking skills The findings are particularly relevant for teachers at VNG Gifted High School, as they highlight the importance of understanding the multiple intelligences of 10 Biology students to plan practical teaching activities Moreover, the study may encourage administrators to offer training courses for teachers to enhance oral skills through MI activities Finally, it serves as a valuable resource for syllabus designers to modify and enrich English language curricula with MI-based activities.
Organization of the thesis
The thesis consists of five chapters:
Chapter 1: Introduction includes the rationale, aims of the study, research questions, research scope, significance of the study and organization of the thesis
Chapter 2: Literature Review provides the theoretical background and reviews the literature related to the research topic
Chapter 3: Research Methodology presents the research setting, design, hypotheses, data analysis methods, participants, instruments and the procedures
Chapter 4: Findings and Discussion reports and discusses the findings collected from the study tools In this section, the information is organized according to the three research questions
Chapter 5: Conclusion summarizes the key findings, provides pedagogical implications, describes limitations of the study and makes recommendations for further research studies.
LITERATURE REVIEW
Multiple Intelligences Theory
Theories of intelligence vary significantly among experts, leading to a lack of consensus on its definition in both psychology and philosophy Ryle (1949) described intelligence as a form of 'knowing how,' emphasizing abilities and skills According to Richards and Rodgers (2001), intelligence has traditionally been linked to linguistic and logical-mathematical domains Rod Ellis (1997) further defined intelligence as a hypothesized 'general factor' that enables individuals to acquire and utilize diverse academic skills, suggesting that different learners exhibit varying second language aptitudes influenced by general intelligence.
In Western cultures, intelligence is often equated with the intelligence quotient (IQ), a concept introduced by French psychologist Alfred Binet, who believed that IQ tests could objectively measure an individual's intelligence compared to others Traditionally, these assessments have relied on paper-and-pencil tests and statistical analysis of IQ scores, which were once thought to effectively predict success in second language acquisition (SLA) However, critics have pointed out that IQ tests primarily assess metalinguistic knowledge rather than communicative ability, leading to skepticism about their validity Notably, Gottfredson (1977) argued that IQ tests fail to account for essential human traits such as creativity, character, and personality, highlighting the limitations of psychometric intelligence tests.
Howard Gardner, an American psychologist and professor at Harvard University, revolutionized the understanding of intelligence in his 1983 book, "Frames of Mind: The Theory of Multiple Intelligences." He argued that traditional IQ tests only measure linguistic and logical-mathematical intelligences, failing to account for the full spectrum of human capabilities Gardner emphasized that intelligence is a dynamic and multifaceted construct, extending beyond mere linguistic skills and logical reasoning.
The theory of Multiple Intelligences (MI) has ignited significant debate among scholars in education, cognitive science, and developmental psychology Despite some criticism, MI has garnered more advocates due to its effective framework for language teachers, allowing them to address the diverse needs of students Howard Gardner initially proposed seven intelligences: Logical-Mathematical, Verbal-Linguistic, Visual-Spatial, Bodily-Kinesthetic, Musical, Intrapersonal, and Interpersonal Over a decade later, he expanded the list to include Naturalist and Existential Intelligence, suggesting that the list may not be exhaustive and that other intelligences could still be discovered.
Armstrong (2009) simplified the concept of multiple intelligences for young learners by introducing terms such as word smart, number smart, picture smart, body smart, music smart, people smart, self-smart, nature smart, and life smart This study focuses on these eight types of intelligences as identified by Gardner (1999), while excluding Existential intelligence.
(1) Verbal-Linguistic Intelligence (Word smart)
Verbal-Linguistic Intelligence is a fundamental cognitive ability recognized by traditional psychology, characterized by mastery over language, including its syntax, phonology, semantics, and practical uses Individuals with high verbal-linguistic intelligence demonstrate sensitivity to both oral and written forms of communication, allowing them to easily acquire languages and utilize language effectively to achieve specific goals These learners primarily process information through words rather than images, making them well-suited for professions such as law, writing, poetry, and public speaking.
(2) Logical-Mathematical Intelligence (Number Smart)
Logical-Mathematical Intelligence, often linked to traditional IQ testing alongside Linguistic Intelligence, is characterized by individuals who excel in standardized tests of comprehension and written language These learners enjoy tackling abstract problems, frequently employing trial and error in their approach They possess a keen sensitivity to logical patterns, relationships, and various abstractions, driving their curiosity about the world Notable figures such as scientists, computer programmers, mathematicians, and inventors exemplify those with high logical-mathematical intelligence.
(3) Visual/Spatial Intelligence (Picture Smart)
Visual/Spatial Intelligence involves the ability to create and manipulate mental images, aiding in the visualization of facts through form, space, color, line, and shape Individuals with high visual/spatial intelligence excel in processing information and envisioning solutions, often engaging in doodling and daydreaming They have a keen sense of spatial orientation and can perceive the visual-spatial world from various dimensions Careers that leverage this intelligence include graphic designers, physicists, astronomers, architects, pilots, and surgeons.
(4) Bodily/Kinesthetic Intelligence (Body Smart)
Bodily-Kinesthetic Intelligence refers to the ability to utilize one's body effectively to solve problems, learn, and express ideas or feelings This intelligence encompasses skills such as coordination, balance, dexterity, strength, speed, and flexibility, alongside proprioceptive, tactile, and haptic abilities Individuals with strong bodily-kinesthetic intelligence, like dancers, actors, and performers, excel in using their physical capabilities to communicate and convey emotions.
Musical Intelligence encompasses the ability to perform, compose, and appreciate musical patterns, highlighting sensitivity to rhythm, pitch, melody, and tone color Individuals with a strong musical intelligence can recognize and create music, as well as express themselves through it These musical learners often think in sounds, rhythms, and patterns, responding spontaneously to music with appreciation or critique This intelligence is typically found in musicians, composers, singers, and songwriters, who exhibit a high level of musical awareness and creativity.
Interpersonal Intelligence refers to the ability to understand the intentions, motivations, and desires of others, highlighting a keen awareness of their moods and temperaments This intelligence encompasses sensitivity to non-verbal cues such as facial expressions, voice tone, and gestures, enabling individuals to respond effectively in social interactions It plays a crucial role in fostering harmony in group environments and encouraging active participation Professions such as counseling, psychology, sales, education, and leadership in religious or political contexts often require strong interpersonal intelligence for success.
Intrapersonal Intelligence refers to self-awareness and introspection, encompassing self-knowledge and the ability to adapt one's actions based on that understanding Individuals with high intrapersonal intelligence possess a clear perception of their strengths and weaknesses, along with a deep awareness of their emotions, intentions, motivations, and desires They demonstrate qualities such as self-discipline, self-understanding, and self-esteem This form of intelligence is often found in psychologists, philosophers, writers, and poets, who are known for their contemplative nature.
Naturalist intelligence allows individuals to recognize and classify living organisms while being attuned to the natural world’s features This intelligence is evident in the ability to differentiate various species in one's environment, as well as in urban settings where people may categorize inanimate objects like sneakers and cars Those with high naturalist intelligence possess a deep appreciation for nature and often explore the relationship between humans and their surroundings This trait is commonly found in professionals such as archaeologists, ornithologists, geologists, botanists, ecologists, farmers, and forensic scientists.
This intelligence mainly focuses on proclivity to tackle deep questions about human existence - such as life, death, ultimate realities - and cosmic issues
Philosophers, theologians, and life coaches exemplify individuals with high existential intelligence, a concept that remains largely unexplored in this study and is therefore not extensively discussed in this chapter.
2.1.3 The four key points in MI theory
Beyond the accounts of the intelligences and their theoretical premises, it is essential to remember the model's four key points summarized by Armstrong (2009):
Every individual has all eight intelligences, which work together in unique combinations Typically, people exhibit a range of development across these intelligences, with some being highly advanced, others moderately developed, and some remaining less developed.
Integrating MI theory in EFL classrooms
MI theory’ implications for educational field and in EFL setting abound in literature Above all, the three assumptions summarized by Chan, D.W (2000) are helpful for the goal of this study
Restructuring learning and instruction through the lens of multiple intelligences (MI) involves engaging students' diverse intelligences to enhance their educational experience To effectively utilize MI theory, students should first be introduced to its concepts, enabling them to identify their strengths and weaknesses This awareness allows them to leverage their individual intelligences in both academic and everyday contexts While all students can develop their intelligences to a competent level, they are encouraged to utilize the full range of their capabilities to acquire knowledge and deepen their understanding of key subjects Given the uniqueness of each student's MI profile, teachers should adopt varied pedagogical strategies to provide ample opportunities for students to cultivate their strengths and achieve optimal learning outcomes.
Restructuring curriculum designs through the lens of Multiple Intelligences (MI) allows for a comprehensive evaluation of educational paradigms, ensuring they address the full spectrum of human capabilities Curriculum designers should create guides that prioritize the development of various intellectual faculties, enabling teachers to integrate diverse intelligences into lesson plans This approach provides students with multiple opportunities to engage their intelligences, facilitating knowledge acquisition and a deeper understanding of the world Ultimately, the MI perspective promotes diverse curricular models that cater to varied learning styles.
(3) Restructuring assessment: Assessing through multiple intelligences:
Conventional assessment methods fail to effectively evaluate multisensory instruction and project-based learning, leading to a lack of opportunities for nurturing excellence in schools These traditional approaches focus primarily on linguistic and logical-mathematical intelligences, neglecting the diverse capabilities of learners To provide a more comprehensive evaluation, students should be observed in classroom settings using various materials, games, and activities that assess both academic and real-world competencies This multimodal assessment approach is essential for understanding learners' strengths and weaknesses, as depicted in their Multiple Intelligences (MI) profiles Such profiles can serve as a foundation for creating individualized learning plans that leverage students’ strengths while addressing their areas for improvement.
2.2.2 MI strategies and class activities
According to Gardner, humans have at least eight types of intelligences, with each individual displaying unique strengths and combinations that can be developed through training and practice This concept of Multiple Intelligences (MI) serves as a valuable framework for re-evaluating education, particularly for EFL (English as a Foreign Language) teachers, as it encourages them to tailor their teaching strategies to accommodate individual differences Effective educators are those who recognize these differences and support all students in discovering and enhancing their abilities Bas (1998) outlined ten strategies for implementing MI-based teaching in EFL classrooms.
Strategy 1 - Words Are Not Enough: Do not just rely on the word spoken Most activities should involve movement and activate the senses, colors and sounds for younger learners
Strategy 2 - Play with the Language: Let the learners speak to themselves Have them play with the language by composing rhymes, singing songs, telling stories, etc in the classroom
Strategy 3 - Cooperation not Competition: The ideology of the MI theory is devoted to cooperation rather than competition Teachers let learners experience co- operative learning activities in which students must work together to complete a task or solve a problem
Strategy 4 - Using Storybooks: The educational value of storytelling and using storybooks has always been acknowledged worldwide Nowadays, EFL teachers appear to be more familiar with an acquisition-based methodology They appreciate storytelling and using storybooks as a path to create an acquisition rich environment and ideal learning conditions
Strategy 5 - Drawing and Coloring: Learners can redraw the characters, create maps to show the place where the story is told, or invent other possible cover illustrations for the stories they are introduced in the classroom
Strategy 6 - Handicrafts: Craft activities are no doubt helpful because learners can practice and improve their listening together with reading skills while following the written or spoken instructions Teachers should always try to make the craft activity on their own before applying it in their classrooms The final products should be shown to the learners
Strategy 7 - Songs and Rhymes: More often than not, the rhymes introduced in stories are to be found in different songs and rhymes Students can also make up songs for the stories they have read and after that sing the song they have composed in front of their classmates
Strategy 8 - Vocabulary Activities: Students can work individually or make their efforts to illustrate the words, either by drawing or cutting pictures out of authentic materials such as magazines or catalogues They can also create a dictionary of pictures, which is based on the word list from the stories they have heard or read
Strategy 9 - Drama: Students can role-play the story or the song they have read or listened to If the students want, they can write a different ending for the story and then perform it in their classroom Additionally, they can compose a song to the story and sing it in several parts of the drama
Strategy 10 - Games: Students may sometimes enjoy playing games purely for fun However, teachers must ensure that whatever done in the classroom should be for teaching and learning purposes
Armstrong (2009) introduced The Eight Activity Corners, which are self-access and group corners created by teachers to cater to various intelligences These corners provide students with opportunities to address their weaknesses while maximizing their strengths and innate abilities This approach ensures that students' talents are fully utilized, fostering an environment where they can learn from one another and continuously improve throughout the learning process.
Table 2.1: Class activities for multiple intelligences Types of intelligence
Linguistic engagement encompasses a variety of activities such as reading books, newspapers, and novels, as well as listening to lectures and stories Essential tools include writing instruments for note-taking, journal writing, and response journals Additionally, practices like storytelling, discussion, and debate enhance language analysis and usage Incorporating humor, word-building games, and translation activities further enrich the learning experience, promoting sustained silent reading and effective communication skills.
Mathematical computers, scientific discovery and products matching, crossword, gap-filling, data analysis, puzzles, ordering, calculations, socratic questioning, heuristics, classifications
Spatial graphs, maps, illustrated books, charts, art, color cues, picture metaphors, graphic symbols reading maps, drawing, adverts designing, interpreting directions, visualization, idea sketching
Kinesthetic activities enhance learning through hands-on experiences such as building projects, engaging in sports, and participating in role play and classroom theater Incorporating dancing and relaxation exercises promotes physical engagement and body awareness Additionally, musical elements like songs, raps, and chants, along with the use of musical instruments, facilitate understanding of musical concepts while listening to mood music and engaging in singing or whistling enriches the auditory experience.
Interpersonal materials for group games, access to club community peer working, people sculptures, cooperative groups, board games, simulations, brainstorming, class survey, social gathering
Intrapersonal quiet environment, inspiring objects one-minute reflection periods, interest centers, personal connections, goal-setting sessions, independent study, project work, individual instruction
Engaging in naturalist interactions with animals fosters a deeper connection to nature, allowing individuals to access and explore the environment through various tools and resources Nature walks serve as windows into learning, while the use of plants as props enhances the educational experience Incorporating pets in the classroom promotes hands-on investigation of nature, encouraging observation and note-taking Additionally, eco-study and gardening activities inspire environmental protection efforts, making the exploration of nature both informative and impactful Pictures and videos further enrich this experience, capturing the essence of learning through play and interaction with pets.
(Adapted from Armstrong (2009) Multiple intelligences in the classroom (3 rd ed.) (pp 72-
98) Alexandria, VA: Association for Supervision and Curriculum Development.)
Previous MI-based studies
Since its introduction in 1983, Multiple Intelligences (MI) theory has garnered significant interest from scholars, practitioners, and language institutions globally Evidence indicates that MI theory positively influences learners' skills, motivation, and achievements, inspiring many researchers to explore its practical applications Current studies link MI theory to important psychological aspects such as learner autonomy, word retention, confidence, and motivation, particularly in language skills like speaking and communication However, despite the wealth of literature on MI-based research, there is a notable lack of applications specifically targeting EFL gifted high school students, especially in contexts like Vietnam.
2.3.1 Previous MI-based studies abroad
Numerous studies globally have explored the impact of Multiple Intelligences (MI) theory on English language teaching and learning However, due to space constraints and the limited relevance of some documented studies to the current research, this section will focus solely on the most pertinent findings.
In the early 1990s, Christison (1996) highlighted the significance of Multiple Intelligences (MI) theory in enhancing teaching practices by creating personalized learning environments that help students reach their full potential Building on this foundation, Fortner (2004) conducted a quantitative correlational study examining the relationship between MI-based instructional methods used by middle school English teachers and their students' academic achievements Utilizing a Pearson R test, Fortner's findings underscore the benefits of integrating MI theory into teaching strategies to improve student outcomes.
In 2004, Chen, A T explored the application of Multiple Intelligences (MI) theory in computer-assisted English as a Foreign Language (EFL) courses in Taiwan, revealing that its implementation in multimodal classrooms significantly enhances teaching quality, especially in large classes The study found that students were highly motivated and displayed effective teamwork skills However, a contrasting study by Saricaoglu & Arikan in 2005 questioned this perspective, concluding that there was no significant relationship between multiple intelligences and EFL achievement, highlighting the ongoing debate in this area of research.
In 2013, Salem, A M S conducted a study that significantly influenced the author of this paper, focusing on the effects of Multiple Intelligences (MI)-Based instruction on speaking skills Utilizing a one-pre-post experimental design, the research involved only an experimental group to enhance the speaking abilities of fourth-year students at South Valley University through a targeted training program The study's findings demonstrated the effectiveness of MI-based instruction in improving participants' speaking skills Following this, in 2014, Australian scholar Joan Hanafin contributed to the field by exploring MI theory in project-based teaching Her research revealed that teachers observed notable student outcomes, including increased interest and motivation, enhanced recall, deeper understanding, improved self-esteem, and more enjoyable classroom experiences.
MI-based applications are rapidly gaining popularity in academia, with numerous successful studies emerging globally Consequently, educational researchers in Vietnam are eager to adopt this influential trend.
2.3.2 Previous MI-based studies in Vietnam
In Vietnam, the application of Multiple Intelligences (MI) theory in education is still in its early stages, with limited published research, articles, and academic work on the topic The use of MI theory was virtually nonexistent in the 1990s, but interest has grown among Vietnamese researchers, leading to an increase in studies exploring its educational implications.
In 2013, Võ Thanh Hà explored the applicability of Multiple Intelligences (MI) theory in Vietnam's primary education, highlighting its necessity for effective teaching Her research revealed significant challenges for Vietnamese teachers, including time constraints, inadequate facilities, and an uneven focus on different types of intelligences in lessons Additionally, Lê Phạm Hoài Hương and Lê Thị Tuyết Hạnh (2014) examined MI theory in Language and Life Magazine, with a specific emphasis on Linguistic Intelligence.
The study explored the connection between linguistic intelligence and the effective teaching and learning of English vocabulary Based on theoretical principles, the authors proposed a range of engaging activities designed for both classroom and extracurricular settings to enhance vocabulary acquisition.
In their 2015 study, Trần Thị Ngọc Yến and Lê Thị Tuyết Hạnh investigated the application of Multiple Intelligences (MI) theory in EFL classes at Vinh University in Nghe An province They conducted a pre-treatment phase involving a general English test, a vocabulary level test, and an MI test to assess students' English proficiency, vocabulary levels, and MI profiles The findings indicated a correlation between English proficiency and vocabulary size among participants Additionally, post-intervention results from the vocabulary test suggested that MI teaching improved students' ability to recognize word spelling, but did not significantly affect their retention of word meanings.
In 2016, Chau Van Don conducted a successful study utilizing Multiple Intelligences (MI) to enhance the speaking skills of 30 second-year English major students at Phu Yen University, Vietnam Following the design of Salem, A M S (2013), he differentiated his approach by including a control group of 30 students The research employed various tools, including an MI questionnaire, an MI checklist of classroom activities, two speaking pre-tests, and one speaking post-test The participants were homogeneous in their general English proficiency and speaking abilities The study concluded with statistically significant differences in test scores, confirming the positive impact of the MI training program on the speaking skills of the experimental group.
There remains significant potential for the application of Multiple Intelligences (MI) theory across various educational and psychological domains, particularly in Vietnam The final chapter of this paper will provide detailed recommendations on this topic.
Speaking skill
Speaking skill is a vital component of effective communication and is one of the four essential language skills, alongside Listening, Reading, and Writing, in foreign language learning Numerous scholars and writers globally have offered various definitions of this crucial skill.
Speaking is the ability to use oral language to convey ideas, thoughts, intentions, and feelings effectively to others, ensuring clarity and understanding (Nunan, 1992) According to Luoma (2004), the grammar of spoken language tends to be simpler than that of written language, as it must be comprehended in real-time and within the cognitive limits of both the speaker and listener While Luoma's perspective provides a foundational understanding of speaking, it falls short by not recognizing that effective communication involves more than just the arrangement of words; it encompasses a complex interplay of context, intent, and interaction.
Bygate (1987) emphasized that effective speaking involves a combination of motor-perceptive and interaction skills Motor-perceptive skills encompass the ability to perceive, recall, and articulate sounds and structures of a language in the correct order, while interaction skills enable individuals to utilize their linguistic knowledge and motor-perceptive abilities to engage with others Mastery of language production allows speakers to make informed decisions about when, what, and how to communicate This perspective highlights that fluent communication requires more than just technical proficiency; it necessitates the integration of vocabulary, grammar, and contextual skills to convey meaning effectively.
Speaking skills are essential for effective interaction and information sharing among individuals When these skills are developed, they foster strong connections within society, enhancing communication and relationships.
2.4.2 Factors affect EFL learners’ Speaking skill
A variety of affective variables significantly influence second language acquisition, particularly in speaking skills Psychological factors, including motivation, self-esteem, and anxiety, play a crucial role in the challenges faced by English as a Foreign Language (EFL) students According to Krashen (1982), these cognitive and psychological elements are key contributors to the difficulties EFL learners encounter when attempting to speak English Research has consistently highlighted the impact of these three psychological factors on students' speaking abilities.
Lightbrown & Spada (2001) highlight the importance of students' communicative needs and their attitudes towards the language community in motivating them to learn a foreign language They argue that students are driven to learn a language primarily to enhance their social interactions and support their future professional ambitions Conversely, learners with low motivation tend to avoid speaking activities, leading to inadequate practice and poor oral performance that does not accurately represent their true language competence.
Anxiety is a natural psychological response characterized by uncontrollable feelings of fear, often experienced by speakers during presentations or speaking exams This anxiety can lead to situations where learners become tongue-tied or struggle to find their words, particularly when communicating in a foreign language The pressure of potentially losing face or being perceived as ignorant by fluent speakers can heighten students' tension and fear, making effective communication even more challenging.
Self-confidence plays a crucial role in students' speaking performance, as confident individuals tend to speak more fluently without the fear of making mistakes or facing judgment Research by Krashen (1982) indicates that students with high self-esteem are more secure and successful in language learning Conversely, a lack of confidence can hinder speakers from showcasing their true abilities, leading to passivity if they perceive fluency as unattainable Therefore, it can be concluded that students with high self-confidence are more likely to achieve better outcomes in their language studies.
Researchers have identified several key factors that influence learners' speaking skills Nation and Newton (2009) highlighted the importance of performance conditions, noting that speaking activities can vary based on time pressure, planning, performance quality, and the level of support provided Additionally, Pettela Ramesh (2012) examined various challenges that can hinder learners' speaking proficiency, focusing on specific communication skills and strategies.
Learner inhibition refers to the learners’ state of being worried about making mistakes, being criticized or losing face in front of their classmates
A lack of engaging subject matter in speaking classes often leads to student boredom, as learners struggle to connect the topics presented with their existing knowledge and experiences.
A limited vocabulary can hinder effective communication, causing learners to struggle in expressing themselves and ultimately diminishing their confidence This lack of proper word choice often leads to misunderstandings as individuals search for the appropriate vocabulary to fit various contexts.
Ineffective listening skills pose a significant challenge in conversations, as individuals serve as both listeners and speakers When one fails to fully understand what is being communicated, it becomes nearly impossible to respond with meaningful contributions.
Ineffective non-verbal communication can lead to misunderstandings, as these signals frequently accompany verbal exchanges Often, non-verbal cues may conflict with the spoken message, complicating the communication process Additionally, cultural factors play a crucial role in determining the effectiveness of communication, highlighting the importance of understanding these nuances for successful interactions.
In large, mixed-ability classrooms, strong and quick learners often dominate discussions, overshadowing slower and less confident peers This imbalance results in a significant disparity in speaking opportunities, leaving weaker learners with minimal chances to participate and practice their skills.
Students' backgrounds significantly influence their speaking skills, with those in comfortable and modern environments having greater opportunities to improve their language proficiency compared to peers from disadvantaged and remote regions.
Intrinsic motivation
Motivation significantly influences learners' speaking skills, and it can be categorized into intrinsic and extrinsic types According to Deci & Ryan (1985), intrinsic motivation involves engaging in activities for their own sake, without the expectation of external rewards, while extrinsic motivation is driven by the desire for external rewards like money, grades, or positive feedback Jeremy Harmer (2001) further elaborates on this distinction, noting that intrinsic motivation is shaped by classroom factors such as the learning environment and teaching methods, whereas extrinsic motivation encompasses external influences like instrumental and integrative motivations This paper primarily focuses on intrinsic motivation and its impact on second language acquisition (SLA).
The Pilot Textbook Tiếng Anh 10
In collaboration with MacMillan Education and Pearson Education, the MOET of Vietnam has launched new textbook sets for students from third to twelfth grade as part of Project 2020 These textbooks feature a modern format and updated content, adhering to the systematic, spiral, and theme-based curriculum approved by the MOET on November 23, 2012 The initiative aims to innovate foreign language teaching and learning in Vietnam, enabling students to enhance their communicative competence By the end of upper secondary school, students are expected to achieve level three of the Vietnamese Foreign Language Competence Framework, which aligns with the B1 level of the CEFR standard.
The English 10 textbooks are the initial set in a three-level series currently being tested in various high schools across Vietnam These textbooks feature vibrant color printing, appealing images, and genuine photographs Each volume begins with a BOOK MAP that outlines the overall content of the sections and subsections within the five units.
2.6.2 Textbook structure and programme distribution
Tiếng Anh 10 consists of ten topic-based units, each divided into five sections: Getting Started, Language, Skills (Reading, Speaking, Listening, Writing), Communication and Culture, and Project The curriculum is structured into two volumes, with Tiếng Anh 10 Tập Một utilized in the first semester and Tiếng Anh 10 Tập 2 in the second semester, ensuring a comprehensive approach to learning English.
The program consists of eight lessons designed to facilitate comprehensive learning, including: Lesson 1: Getting Started; Lesson 2: Language – Part 1; Lesson 3: Reading; Lesson 4: Speaking; Lesson 5: Listening; Lesson 6: Writing; Lesson 7: Communication and Culture; and Lesson 8: Language 2 – Part 2, which also includes a review and project component.
The textbook is organized into units, each focusing on a specific topic, including Family Life, Your Body and You, Music, For a Better Community, Inventions, Gender Equality, Cultural Diversity, New Ways to Learn, Preserving the Environment, and Ecotourism.
In the third section focused on Skills, tenth graders enhance their speaking abilities through various topics They learn to express opinions on housework, discuss strategies for overcoming bad habits, and share thoughts on TV shows Additionally, students engage in conversations about local community development, the significance of inventions, and the importance of equal job opportunities They compare traditions and customs between Vietnam and another country, explore how electronic devices facilitate learning, and examine the environmental impacts of human activities Lastly, they discuss activities available to tourists during eco-tours, covering these themes across ten comprehensive units.
RESEARCH METHODOLOGY
Research setting
The study was conducted at VNG Gifted High School in Dong Hoi city, Quang Binh, Vietnam, renowned for its high educational standards and talented students As a leading selective school in the province, its primary objectives focus on fostering comprehensive student development while enhancing their expertise in specialized subjects The school operates a three-grade system (10 to 12) and has 32 classes dedicated to nine specific subjects, including Maths, Physics, Chemistry, Biology, Information Technology, Literature, History, Geography, and English Emphasizing English and Maths, the school offers two classes for each subject in the 10th grade, with class sizes ranging from 30 to 35 students.
Students aged 24 to 35 in specialized classes engage with an advanced curriculum tailored to their major, with encouragement to participate in national and international competitions All English teachers have attained a C1 proficiency level and are committed to high-quality instruction The school boasts 32 standardized classrooms, two science laboratories, four computer rooms, a dedicated language room, and a library housing over 20,000 books, ensuring an enriching learning environment.
Teachers and students face significant challenges in the teaching and learning process, particularly when preparing students for various levels of exams Educators often feel a heavy responsibility to cultivate high-achieving students while also ensuring that lower-level learners receive quality instruction Additionally, many teachers remain more comfortable with outdated textbooks, despite the introduction of new materials years ago This situation is exacerbated by an imbalance in students' learning preferences, as they tend to focus more on their specialized subjects at the expense of others In English language learning, the emphasis on exam-oriented strategies negatively impacts the development of speaking skills, as neither entrance nor graduation exams adequately assess students' oral competencies.
Research design
This study utilizes a case study research design based on Salem, A M S (2013), employing a one-pre-post experimental framework with a sole focus on the experimental group The research involved measuring the same participants' motivation and oral performance skills at various intervals, specifically before and after the implementation of the MI theory in the classroom.
In this study, participants were categorized into various treatment groups based on their dominant intelligences, rather than utilizing a control group typical of comparative experiments, aligning with Armstrong's insights from 2009.
Conducting controlled studies on multiple intelligences in classrooms, as suggested by Willingham, is impractical due to the variability of intelligences among different classrooms Additionally, even a "control classroom" is likely to implement some degree of multiple intelligence strategies, complicating the comparison.
The study employed a descriptive statistical analysis to assess the subjects' motivation and oral performance abilities, utilizing a paired samples T-test for the second and third research questions One significant advantage of the pre-test/post-test design is its ability to yield more powerful repeated-measures statistical analyses, which require smaller sample sizes compared to other methods Thus, the researcher asserts that this design effectively aligns with the study's objectives.
Research hypotheses
As previously mentioned, this study was to answer the three questions:
(1) What are the dominant intelligences that the students possess?
(2) How does MI-based teaching affect the students’ motivation for learning speaking skill?
(3) How does MI-based teaching affect the students’ oral performance?
Thus, in the light of the research questions and the planned objectives, this research was conducted to ascertain the authenticity of three hypotheses, namely:
H01: There is no statistically significant difference in the participants’ profile of intelligences as measured by MI Inventory
H02: There is no statistically significant difference in the participants’ motivation to learn Speaking skill as measured by IMI questionnaire
H03: There is no statistically significant difference in the participants’ oral performances as measured by Oral Presentation Assessment Rubric.
Data analysis methods
This case study employed a mixed methods approach, which is advantageous for conducting in-depth research and providing meaningful data interpretation (Tashakkori, 2003) The interplay between qualitative and quantitative methods enhances the study's reliability and validity; while quantitative data identifies trends, qualitative insights offer depth and context Properly designed, these methods can reflect and support each other's findings Although quantitative statistics could convey the results, incorporating qualitative narratives about participants' experiences enriches the understanding of mental and psychological changes in intelligence and motivation Participants' meanings, encompassing their feelings, beliefs, and actions (Soloshenko, 2016), are crucial Ultimately, addressing the research questions requires a foundation in quantitative data analysis, complemented by the strengths of qualitative methodologies within a unified framework.
Participants
This study involved 30 Biology majors from a 10th grade class at VNG Gifted High School in Quang Binh province, consisting of 27 male and 8 female students aged 15 to 16 years All participants have been learning English since the 3rd grade, with their proficiency level categorized as elementary The majority reside in the city, while only three students come from different districts The admission scores for their English tests predominantly ranged between 5.0 and 7.0, indicating a relatively uniform level of English proficiency among the students.
To ensure a fair learning experience, participants were required to read and complete a Consent Form prior to treatment To maintain the anonymity of the subjects, a coding system was implemented, assigning codes from S1 to S30 to represent the 30 students involved.
Research instruments
This study utilized various instruments, including MI lesson plans, the MI inventory, the Intrinsic Motivation Inventory (IMI), field notes, a class observation recorder, participant interviews, and an oral presentation assessment rubric The IMI, along with the consent form, was carefully prepared to ensure clarity and effectiveness in data collection.
To ensure respondents in Vietnam fully understood the questions and provided reliable answers, the MI inventory was kept in its original language, as it utilized simple and familiar terms The research instruments were utilized to effectively address the research questions outlined in Table 3.1.
Table 3.1 Instruments used to answer the research questions
(1) What are the dominant intelligences that the students possess?
MI inventory, field notes, video recorder
(2) How does MI-based teaching affect the students’ motivation for learning Speaking skill?
IMI questionnaires, field notes, focus group interviews, recorder
(3) How does MI-based teaching affect the students’ oral performance?
Assessment rubrics, in-depth interviews, recorder
The pilot textbook Tiếng Anh 10 features several lesson plans that incorporate multiple intelligences (MI) activities The teacher-researcher tailored the speaking lessons based on the findings of the initial research question, focusing on the students' strongest intelligences.
The MI inventory is a questionnaire designed to evaluate individual preferences across various intelligences, specifically adapted for EFL learners by Christison, M.A (1996) Initially, it identified seven types of intelligence, but has since incorporated naturalist intelligence, resulting in a checklist of 48 statements divided among eight intelligence types The inventory utilizes a 5-point Likert scale, with responses ranging from "Not Like Me" (0 points) to "Very Much Like Me" (5 points), allowing a maximum score of 24 points and a minimum of zero for each intelligence category This inventory is essential for testing the hypothesis H01.
In this study, the Intrinsic Motivation Inventory (IMI), adapted from Deci and Ryan (1985), was utilized to evaluate participants' interest, perceived competence, effort, value/usefulness, and felt pressure/tension during specific activities, resulting in six subscale scores.
The inventory consists of 20 statement items categorized into six key areas: Interest, Perceived Competence, Effort, Value/Usefulness, and Felt Pressure/Tension Each category includes four items, with responses ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) The maximum score for each category is 20 points, contributing to a total inventory score that reflects the overall assessment.
200 points In fact, the IMI questionnaire was an important instrument to test the hypothesis H02
The researcher conducted participant observations in her classroom as a reflective practitioner, meticulously documenting significant events and interactions To ensure comprehensive qualitative data collection, she utilized field notes and a video recorder for subsequent analysis.
Focus group and in-depth interviews were conducted to investigate learners' motivation and in-class speaking assessment, serving as a supplementary data collection tool in this study The interview content was crafted after analyzing questionnaire data, allowing for deeper insights into issues that arose from the questionnaire results To ensure the collection of informative and reliable information, the researcher aimed to keep the conversations natural and relaxed, utilizing a recorder and field notes to preserve valuable details for later review.
This study utilized a rubric to assess students' oral performances before and after implementing Multiple Intelligences (MI) theory in speaking skills The rubric includes five criteria: content, comprehension, clear speech and pronunciation, enthusiasm, and preparedness, with scores ranging from 0 to 4 for each criterion, leading to a total possible score of 20 Based on their scores, students are categorized into performance levels: 18 to 20 indicates Excellent, 16 to 17 signifies Good, and 14 to 15 reflects Satisfactory.
13 fall to Unsatisfactory and students with marks below 12 are required to perform again.
Procedures
The intervention was conducted in 12 weeks, lasting for 3 months At the beginning of the experiment, all the participants were given a Consent form as Benson
In their 2001 study, it was highlighted that participants did not need to be unaware of the researchers' intentions (p 183) To analyze the data, the Statistical Package for Social Sciences (SPSS, version 22.0) was utilized, employing descriptive analysis and a paired samples T-test to evaluate students' scores from the inventories and assessment rubrics.
Prior to the experiment, the researcher administered the Multiple Intelligences (MI) inventory, allowing students 10 minutes to complete it Based on the results, students were organized into four distinct groups according to their strongest intelligence To ensure valid data, participants engaged in routine group activities without being informed of the grouping purpose or the dominant intelligence of their group Clarification regarding these aspects would be provided after the experiment.
In the first semester, participants completed a pre-test that involved delivering a group presentation following a traditional learning approach An assessment rubric was utilized to evaluate each participant's performance and assign marks accordingly Additionally, IMI questionnaires were administered to gauge the students' current levels of motivation.
In the second semester, participants underwent MI integration through various activities, followed by a post-test equivalent in difficulty to the pre-test, assessed with the same rubric After treatment and synthesis of assessment rubrics, the IMI questionnaires were redistributed to evaluate changes in students' learning motivation Additionally, two-hour focus group interviews, with 30 minutes allocated for each group, and 10-minute in-depth interviews with selected participants were conducted to explore the underlying realities.