INTRODUCTION
Rationale
English is increasingly vital in today's world, extending beyond a mere requirement in the national curriculum to a crucial element for students' integration into English-speaking environments Consequently, many schools in Vietnam are innovating their curricula and teaching methods to enhance students' communication skills The new curriculum emphasizes that Vietnamese students should achieve proficiency in English across four key macroskills: listening, speaking, reading, and writing, ensuring they can effectively use the language for communication.
Despite the Vietnamese Ministry of Education and Training's emphasis on practical communication skills, there remains a significant gap between English language teaching and testing, particularly in speaking skills While the teaching approach is communicative, testing primarily assesses lexico-grammatical knowledge, leading both teachers and students to prioritize reading comprehension, vocabulary, and structural patterns to succeed in mandatory exams, especially university entrance tests As a result, many high school students struggle with spoken English, often unable to form even simple sentences about familiar topics like hobbies or family.
Many high school students in rural areas lack motivation to learn speaking skills, often finding classroom activities repetitive and unengaging They perceive speaking as unnecessary unless planning to travel abroad, leading to the neglect of this essential communication skill As an educator, I believe that implementing activities based on the Multiple Intelligences Theory (MI) can significantly enhance speaking proficiency This theory emphasizes that individuals learn and process information in diverse ways, highlighting the importance of recognizing each student's unique strengths Gardner (2006) advocates for individualized education, suggesting that tailored curricula can better meet students' needs and motivate them to learn effectively By leveraging their strengths, we can help students realize their potential and foster a more engaging learning environment.
Many talents and abilities are often overlooked in traditional classrooms, where activities predominantly focus on linguistic and logical-mathematical intelligences This narrow approach may contribute to students' low motivation and speaking skills I believe that providing students with opportunities to utilize their unique gifts and talents in learning speaking skills will significantly enhance their motivation and improve their speaking abilities.
3 much progress will be made after the implementation of MI theory
Recognizing the necessity to enhance textbook tasks, I propose to conduct research titled “Applying Multiple Intelligences Theory to Teach Speaking Skills to 10th Graders.” This study aims to implement activities based on Multiple Intelligences (MI) to improve students' speaking abilities effectively.
Aims of the study
This study aims to investigate students' attitudes toward teaching methods based on Multiple Intelligences (MI) and their impact on speaking accuracy and fluency By engaging students through activities tailored to their strengths and learning styles, the research seeks to enhance motivation and improve language skills.
Objectives of the study
To achieve these above aims, I will:
- Investigate the students‟ attitude towards the teaching and learning speaking skill before and after the application of MI- based activities into speaking lessons
- Identify some of their Multiple Intelligence (MI) profiles, examine their preferred learning styles
- Adapt the tasks in textbooks “Tiếng Anh 10” to make it more suitable for most of the intelligences in order to motivate them to learn this skill more effectively.
Research questions
The study attempted to answer the following main questions:
- What is the students‟ perception of applying MI theory in learning speaking skill?
- What are the effects of MI based activities on students speaking fluency?
- What are the effects of MI based activities on students speaking accuracy?
The scope of the study
This study involved seventy-three 10th graders at Thanh Chuong 3 High School, who were taught using six lesson plans tailored to align with their individual types of intelligence.
The content of the speaking activities in each lesson dealt with a combination of at least five types of intelligences.
Methodology
This research is a combination of qualitative and quantitative methods The data will be collected via tests (pre-test and post-test) and survey questionnaires.
The design of the study
This study is composed of five chapters
Chapter 1, Introduction, deals with rationale, aims, objectives, research questions, scope, method and the organization of the study
Chapter 2, Literature Review, reviews the theoretical background related to the topic
Chapter 3, Methodology, provides information about the research context, participants, instruments for data collection, research procedures and method of data analysis
Chapter 4, Findings and Discussion, presents the detailed results and discussions developed after the impacts analyzed
Chapter 5, Implications and Conclusion summarizes the main issues touched upon in the research, the limitations of the research and some suggestions for further studies
Following the chapters are the references and appendices
LITERATURE REVIEW
Multiple Intelligences and its application to ELT
Intelligence is a multifaceted concept that has been defined in various ways by researchers, yet common characteristics emerge It is generally viewed as a mental capability influenced by environmental factors, traditionally seen as a uniform trait measured through short-answer tests This conventional perspective often limits intelligence to inherited traits or age-related development, focusing primarily on linguistic and logical-mathematical abilities However, Howard Gardner challenged this narrow definition, arguing that it restricts the understanding of human potential He advocated for a broader interpretation of intelligence, moving beyond the limitations of IQ scores to encompass a wider range of cognitive abilities (Gardner, 2006).
- The ability to create an effective product or offer a service that is valued in a culture
- A set of skills that make it possible for a person to solve problems in life
- The potential for finding or creating solutions for problems, which involves gathering new knowledge
Gardner (1983, 1999) asserts that individuals have diverse ways of perceiving, learning, and processing information He introduced the term "multiple intelligences" to describe these varied intellectual capabilities, emphasizing that MI is centered around the learner's unique strengths and approaches to understanding.
6 philosophy that characterizes human intelligence as having multiple dimension that must be acknowledged and developed in education” (Jack C Richard, 2001)
According to Gardner (1983) these intelligences are featured as follow:
- All human beings possess all intelligences in varying amounts
- Each person has a different intellectual composition
- We can improve education by addressing the multiple intelligences of our students
- These intelligences are located in different areas of the brain and can either work independently or together
- These intelligences may define the human species
- Multiple intelligences can be nurtured and strengthened, or ignored and weakened
Originally Gardner identified seven main intelligences: Linguistic, Logical- Mathematical, Spatial, Bodily-Kinesthetic, Musical, Interpersonal and Intrapersonal In 1999 he added an eighth, Naturalistic Intelligence
2.1.2 Overview of the Eight Intelligences
The eight Intelligences can be briefly described based on Richards, J C and Rogers, T S (2001) and Lazear, D (1992) as follow
Linguistic intelligence refers to the ability to effectively use language in both oral and written forms, exemplified by roles such as storytellers, poets, and journalists This intelligence encompasses skills in manipulating language structure, sounds, meanings, and practical applications Key functions include rhetoric for persuasion, mnemonics for memory, explanation for information sharing, and metalanguage for discussing language itself Prominent figures embodying this intelligence include writers, lawyers, teachers, and linguists.
Logical intelligence refers to the ability to effectively utilize numbers and reason clearly, often seen in professions such as mathematicians, tax accountants, and scientists This intelligence encompasses an awareness of logical patterns, relationships, and abstractions, including cause-and-effect reasoning and conditional statements Key processes involved in logical-mathematical intelligence include categorization, classification, inference, generalization, calculation, and hypothesis testing, making it a crucial skill set for fields that rely on analytical thinking.
Visual intelligence is the ability to accurately perceive and transform the visual-spatial world, akin to the skills of a surveyor or cartographer This intelligence encompasses sensitivity to color, line, shape, form, and space, as well as understanding the relationships between these elements Individuals with strong visual intelligence are whole-picture thinkers who grasp concepts in their entirety before focusing on details, making them less suited to traditional step-by-step learning methods They excel in complex tasks and often demonstrate creativity, technological aptitude, and emotional insight, commonly seen in artists, interior decorators, architects, and inventors.
Kinesthetic intelligence refers to the ability to effectively use one's entire body to convey thoughts and emotions, as seen in professions like acting, mime, athletics, or dance It also encompasses the skill to manipulate objects and materials with one's hands, allowing individuals to create or alter items effectively.
Physical intelligence encompasses essential skills like coordination, balance, dexterity, strength, flexibility, and speed, along with proprioceptive, tactile, and haptic abilities This type of intelligence is exemplified by individuals such as athletes, dancers, actors, and sculptors, who demonstrate mastery in their respective crafts.
Musical intelligence refers to the ability to perceive, transform, express, and discriminate between various musical forms It encompasses sensitivity to rhythm, pitch, melody, and timbre Individuals with this intelligence can possess either a figural understanding, which is global and intuitive, or a formal understanding that is analytic and technical, or even a combination of both Musically talented people thrive in environments filled with music and have a deep appreciation for diverse genres and sounds.
Interpersonal intelligence is the ability to recognize and interpret the moods, intentions, and feelings of others, which includes sensitivity to nonverbal cues such as facial expressions, voice tone, and gestures Individuals with strong interpersonal intelligence excel in understanding various interpersonal signals and responding effectively, often influencing groups to take specific actions These learners thrive on interaction and prefer collaborative communication methods Professions that exemplify this intelligence include counselors, political leaders, and negotiators.
Intrapersonal intelligence refers to the self-awareness and adaptive actions stemming from that understanding It encompasses a clear perception of one’s strengths and weaknesses, awareness of inner emotions and motivations, and the ability to practice self-discipline and maintain self-esteem An "Intrapersonal Learner" typically prefers solitary work, contrasting with an "Interpersonal Learner," who thrives in social settings.
Individuals with intrapersonal intelligence excel in self-awareness and self-motivation, allowing them to set personal goals and engage in independent learning They prefer solitary study, valuing their own thoughts and ideas over external influences These learners often require time alone to reflect and develop their creativity, and their strengths are commonly seen in professions such as psychotherapy and religious leadership.
Naturalist intelligence refers to the ability to understand and recognize patterns in nature, showcasing expertise in identifying and classifying various species within one's environment Individuals with this intelligence are sensitive to natural phenomena, such as cloud formations and landscapes Similar to kinesthetic learners, naturalistic learners thrive on hands-on experiences and prefer to engage directly with their surroundings, often expressing a desire to explore and interact with nature This intelligence is exemplified by naturalists, biologists, explorers, and animal activists who share a passion for the outdoors and a commitment to understanding the natural world.
Moreover, there are also other terms that more clearly and directly reflect the essential nature of each intelligence as follows:
• Logical-Mathematical Intelligence - Number/Logic Smart
• Bodily-Kinesthetic Intelligence - Body Smart
Every learner possesses unique strengths and multiple intelligences, with some being more developed than others Traditional classroom teaching often focuses on verbal/linguistic and mathematical/logical intelligences, but MI Theory emphasizes the importance of recognizing each student's individual intelligences By identifying a child's intelligence, teachers can tailor their approaches to better accommodate diverse learning styles, enhancing educational outcomes for all students.
2.1.3 Roles of Multiple Intelligences Theory in Teaching and
Christision and Kennedy (1999) points out that MI theory can be a great help to teachers thanks to its immense role in foreign language teaching and learning
The use of multiple intelligences (MI) serves as a valuable tool for students to enhance their understanding of personal strengths and learning preferences Howard Gardner, in his work "Frames of Mind," emphasizes that instead of asking “How smart are you?”, a more insightful question is “How are you SMART?”, which highlights the diverse ways individuals exhibit intelligence Christison & Kennedy (1999) suggest that students can identify their dominant intelligence types through inventories or surveys, which empowers them to focus on their strengths This self-awareness fosters active participation in learning activities, boosting both confidence and motivation MI activities enable learners to explore their strengths and engage with various learning methods, ultimately allowing them to take control of their educational journey (Guignon, as cited in Ahmed, 2012, p 29).
Additionally, it can be seen as a tool to develop a better understanding of learners' intelligences Albert Einstein once said “Everyone is a genius But if
Judging a fish by its ability to climb a tree highlights the importance of recognizing individual strengths, as many talents are overlooked in traditional educational settings that prioritize academic performance Howard Gardner's Multiple Intelligences (MI) theory encourages educators to redefine intelligence beyond conventional metrics, acknowledging that a student may excel in areas like dance while struggling in subjects like math or literature When teachers identify and nurture a student's unique abilities, such as dancing, it can significantly boost their self-esteem and sense of worth Research by McKenzie (2010) and others supports the idea that understanding Multiple Intelligences can enhance teachers' awareness of the diverse skills and potentials among their students, leading to more inclusive and effective teaching methods.
Moreover, MI theory is a guide to provide a greater variety of ways for students to learn and to demonstrate their learning Christison & Kennedy
Teaching the speaking skill
Researchers have different definitions of speaking Lado (1961:239-240) defines speaking ability as: “The ability to use in essentially normal communication, stress, intonation, grammatical structure and vocabulary of the
Speaking is an interactive process involving two or more individuals who engage in real-life situations to exchange dialogue and achieve specific communicative goals (Sayed, 2005) It encompasses the construction of meaning through the production, reception, and processing of information, with its form and significance influenced by the context, participants, and intended purposes of the interaction (Burns & Joyce, 1997).
Speaking is an activity where the speaker articulates ideas to convey information effectively, ensuring that the listener comprehends the intended message It goes beyond mere verbal expression; students must develop specific speaking skills to achieve proficiency in this essential communication form.
As proposed by Brown (2001: 168), those aspects are pronunciation, fluency, vocabulary, and accuracy
Fluency and accuracy are essential concepts in teaching speaking skills As defined by the Longman Dictionary of Language Teaching (2002: 223), fluency refers to a proficiency level in communication that encompasses various aspects of effective speaking.
- the ability to produce written and/or spoken language with ease
- the ability to speak with a good but not necessarily perfect command of intonation, vocabulary, and grammar
- the ability to communicate ideas effectively
- the ability to produce continuous speech without causing comprehension difficulties or a breakdown of communication.”
Furthermore, Richards et al (2002: 204) described speaking fluency as
Fluency in speech encompasses natural qualities such as native-like pausing, rhythm, intonation, stress, speaking rate, and the use of interjections and interruptions According to Hartmann and Stork (1976), a fluent speaker accurately employs language structures while focusing on content rather than form, using language patterns automatically at a normal conversational pace Hunter (2011) further defines a fluent speaker as someone who conveys information smoothly, ensuring that listeners grasp the message, regardless of grammatical accuracy.
Accuracy is defined in Longman Dictionary of Language Teaching (2002:
Accuracy in language learning refers to the ability to produce grammatically correct sentences and utterances It involves raising students' awareness of language forms, including vocabulary usage, grammatical structures, and pronunciation According to Mazouzi (2013), learners must focus on the exactness and completeness of these language elements during speaking If a speaker's language use deviates from that of a native speaker in any of these aspects, it is often perceived as a lack of accuracy, which can be classified as an error (Ellis, 2008).
From these definitions of accuracy, it can be included that vocabulary, grammar and pronunciation are regarded as the three main elements of accuracy
2.2.4 Teaching speaking in light of Communicative Language
To keep a balance between accuracy and fluency in our English classroom teaching, variety of teaching methods can be applied into ELT However, CLT
25 and PBL were mostly utilized in the experiment in this thesis.
Communicative Language Teaching (CLT), also known as the Communicative Approach, focuses on interaction as both the method and goal of learning a second or foreign language This approach encompasses principles regarding language teaching objectives, effective learning processes, optimal classroom activities, and the roles of teachers and learners, as highlighted by Richards (2006).
Communicative language teaching focuses on enhancing communicative competence as the primary objective of language education, recognizing the essential connection between language and communication (Larsen-Freeman, 2000).
Brown (2000: 43) offers the following six interconnected characteristics as a description of CLT:
(1) Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence Goals therefore must intertwine the organizational aspects of language with pragmatic
Language techniques aim to engage learners in the practical and authentic use of language for meaningful communication Instead of focusing solely on organizational language forms, these techniques emphasize the aspects of language that empower learners to achieve their communicative goals effectively.
Fluency and accuracy are essential complementary principles in communicative techniques In certain situations, prioritizing fluency over accuracy can enhance learner engagement and promote meaningful language use.
(4) Students in a communicative class ultimately have to use the
26 language, productively and receptively, in unrehearsed contexts outside the classroom Classroom tasks must therefore equip students with the skills necessary for communication in those contexts
(5) Students are given opportunities to focus on their own learning process through understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning
The teacher's role is to act as a facilitator and guide rather than a sole source of knowledge This approach encourages students to actively construct meaning through authentic linguistic interactions with their peers.
2.2.4.2 The Principles of Communicative Language Teaching
There are eight principles of communicative language teaching that teachers should consider Berns (1990: 104) provides a useful summary of eight principles of CLT:
Language teaching emphasizes the concept of language as a means of communication, viewing it as a social tool that enables speakers to convey meaning This process involves individuals communicating about specific topics to others for various purposes, utilizing both oral and written forms of expression.
(2) Diversity is recognized and accepted as part of language development and use in second language learners and users, as it is with first language users
(3) A learner‟s competence is considered in relative, not in absolute, terms
(4) More than one variety of a language is recognized as a viable model for learning and teaching
(5) Culture is recognized as instrumental in shaping speakers‟ communicative competence, in both their first and subsequent languages
(6) No single methodology or fixed set of techniques is prescribed
(7) Language use is recognized as serving ideational, interpersonal, and textual functions and is related to the development of learners‟ competence in
Engaging learners in active language use for diverse purposes throughout their educational journey is crucial Recognizing the impact of learners' expectations and attitudes is essential, as these factors can significantly influence the success or challenges of implementing curricular changes.
According to Thornbury (2005), knowledge becomes more automated with consistent practice, leading to increased fluency in language use In speaking classes, it is essential for students to engage in extensive practice of the target language to develop automaticity in their English production To enhance the effectiveness of these speaking classes, teachers can implement various communicative tasks, as outlined by Thornbury.
Information gap activities are a traditional form of communicative tasks where participants possess different pieces of information necessary to complete a task This creates a knowledge gap that can only be filled through effective communication and language use.
(2) Jigsaw activity: The teacher gives each member of each group a number: 1, 2, 3, and so on.Then all the „number ones‟ form a group, and all the
In this activity, participants are divided into groups, with each group observing a unique picture After analyzing their assigned images, members reconvene in their original groups to share their observations and insights, fostering collaboration and discussion.
Related research
Numerous studies have examined the impact of multiple intelligences activities on enhancing English speaking skills A notable research conducted by Sayed (2005) focused on the effects of a Multiple Intelligences-Based Training Programme specifically aimed at first-year students.
English major's oral communication skills The sample of the study consisted of
A study involving 30 first-year English majors utilized a training program grounded in Gardner's Multiple Intelligences Theory to enhance students' oral communication skills An oral communication pre-posttest was conducted before and after the training to measure its effectiveness The results indicated a significant improvement in the students' oral communication skills, as evidenced by statistically significant differences between the pre-test and post-test scores.
A study conducted by Dorgham (2011) examined the effectiveness of multiple intelligences (MI) based instruction in enhancing the speaking skills of first graders in preparatory schools The findings demonstrated that MI-based teaching methods significantly contributed to the development of speaking abilities in these students Although the current study involves different samples, it shares a similar overarching objective of improving language skills through innovative instructional approaches.
In her 2018 MA thesis titled “Designing MI-based Instructions To Improve Students’ Speaking Performance For Aviation Students,” Rika investigated the impact of multiple intelligences-based instruction on students' speaking performance The study revealed a statistically significant improvement in speaking skills due to the implemented instructional design Notably, comprehension emerged as the most enhanced aspect of speaking, followed by improvements in vocabulary, pronunciation, grammar, and fluency.
In the article “Multiple Intelligences in the Classroom” by Campbell (1991), findings from a school that implemented a curriculum based on the Multiple Intelligences (MI) theory reveal valuable insights This research enhances our understanding of how diverse learning styles can be effectively integrated into educational practices.
The implementation of the Multiple Intelligences (MI) Theory in a school setting has shown significant positive outcomes, as evidenced by a Classroom Climate Survey conducted throughout the year Research findings indicate that students exhibited enhanced responsibility, self-direction, and independence, while discipline issues were notably reduced Additionally, all students acquired and utilized new skills, with improvements in cooperative learning and overall academic achievement This feedback highlights the broader impact of the MI Theory, emphasizing not only academic results but also the importance of classroom atmosphere, emotional development, and student attitudes.
Ibrahim (2007) investigated the effects of a strategy based on Multiple Intelligences Theory (MIT) for assessing and enhancing oral skills among third-year primary school students who are native Arabic speakers The study utilized a training program that included a student's book and a teacher's guide, along with an MI scale and a checklist, which demonstrated the effectiveness of the MIT-based training program.
In her 2013 study, L.T Thanh identified key challenges in teaching English within a multiple intelligences classroom, highlighting both teacher and student-related issues The research utilized surveys, interviews, and observations to gather insights Thanh noted that teachers faced difficulties due to inappropriate teaching methods and a lack of communicative competence, while students struggled with diverse intelligences, low motivation, limited English proficiency, and reliance on their mother tongue Additionally, external factors such as large, multilevel classes and time constraints further hindered the teaching process To address these challenges, she proposed various communicative activities aimed at enhancing English speaking skills in such environments.
To address challenges such as insufficient textbooks and classroom equipment, the implementation of communicative activities in teaching English speaking skills within a multiple intelligences (MI) framework was suggested Following an MI-based intervention, unstructured interviews and observations in two classes revealed positive effects on students' English speaking skills Teachers noted that this innovative approach not only enhanced their awareness of students' strengths but also helped them navigate difficulties in teaching within an MI environment.
C.V Don (2015) investigated the effect of using multiple intelligences classroom activities on developing first-year major students‟ English speaking skills at Phu Yen University Instruments of the study included: an English speaking training program, a MI questionnaire, a MI check-list of classroom activities, a pre – test and a post –test The English speaking training program integrated with multiple intelligences classroom activities was taught to first- year English major students during a fifteen-week period Students‟ academic scores were selected and analyzed Results revealed that the program had a great effect on the students‟ English speaking skills as there were significant differences between the pre and post administration of the test The participants showed a considerable improvement in speaking skills This confirmed the effectiveness of multiple intelligences activities in EFL classrooms
METHODOLOGY
Research context
3.1.1 An overview of the research site
Thanh Chuong 3 high school is located in Thanh Chuong district, Nghe
An province Though situated in a rural area, it is quite well equipped and provides students with a favorable learning environment
Located in a semi-mountainous region, Thanh Chuong 3 High School features 10 classes per grade, accommodating 35 to 40 students in each With over 80 dedicated staff members, the school is committed to fostering the holistic development of its students.
Thanks to generous donations from alumni and various sponsors, the school has significantly enhanced its infrastructure The library now offers an extensive range of learning materials and references, while the chemistry lab is fully equipped to conduct all necessary experiments safely Students benefit from two computer rooms for Information and Technology lessons and three audio-visual rooms that support English and other subjects Additionally, a specialized digital English Language lab has been established to facilitate effective English teaching and learning.
3.1.2 Description of 10th graders at ThanhChuong 3 High school
Most of the students come from farming families with disadvantaged backgrounds All of them have learned English for at least five years, since the
In the first year of secondary school, many students have limited exposure to English, with only a few having started learning it in primary school Consequently, most students show little interest in improving their English skills, particularly in speaking This lack of focus results in low spoken English competence, with many students struggling to construct simple sentences about familiar topics like hobbies or family, often making mistakes in the process.
3.1.3 Description of the English teachers at Thanh Chuong 3 High school
At Thanh Chuong 3 High School, there are 10 English teachers, all of whom are well-trained graduates from local universities Ranging in age from 32 to 45, these educators have a minimum of five years of teaching experience While most of them strive to enhance their professional skills, they face challenges in teaching English, particularly in developing speaking skills, due to the students' low proficiency levels.
3.1.4 The current situation of teaching and learning speaking skill at ThanhChuong 3 High School
At Thanh Chuong 3 High School, English instruction is based on the "Tieng Anh 10" textbook, which consists of 16 teaching units and six review units Each unit focuses on a specific topic and is divided into five key sections: Reading, Speaking, Listening, Writing, and Language Focus These sections are designed to be taught within a single 45-minute class period.
The Speaking section features 3-4 tasks designed to enhance language skills The initial two tasks focus on providing language input and fostering essential functions like expressing opinions, agreements, and disagreements The remaining tasks involve brief discussions on specific topics, which may include prompts to guide the conversation.
In Grade 10, students will focus on key objectives, including the ability to ask and answer questions related to various topics They will also develop essential language skills, such as giving instructions, expressing opinions, and asking for and providing directions and information.
Table 3.1 illustrates the distribution of speaking activities in textbooks, revealing a lack of genuine communication elements like unpredictability and cooperation among speakers Additionally, these activities do not adequately accommodate students with diverse strengths and abilities, primarily benefiting those with interpersonal and linguistic intelligence To effectively engage learners with different intelligences, these materials require adaptation to foster motivation and skill development in speaking.
Table 3.1 Summary of the Topic and Activities in textbook ―Tieng Anh 10‖
Unit Topic Speaking tasks Main Activities
- Asking for and giving information from a timetable
2 School Talks 4 tasks - Making questions and giving responses in small talks
- Asking and answering questions about people‟s background;
Education 3 tasks - Making an interview: matching
- Making an interview and reporting on results
5 Technology 4 tasks - Asking for and giving information about the
And You uses of modern inventions
- Talking about the uses of modern technology
Excursion 3 tasks - Expressing agreements and disagreements
- Asking and answering about the uses of media
- Talking about different types of media
- Talking about plans and their possible results
- Talking about causes and consequences
10 Conservatio n 4 tasks - Talking about the new kinds of zoos
12 Music 3 tasks - Asking and answering questions about music
- Talking about favorite kinds of music
Cup 3 tasks - Asking and answering about the World Cups
- Talking about the World Cup winners
15 Cities 4 tasks - Comparing two cities
- Stating preferences and giving reasons
High School
Participants
Seventy-three students from classes 10H and 10M participated in the experiment, which involved dividing them into two groups: a control group and a treatment (experimental) group The treatment group received instruction based on Multiple Intelligences (MI) theory, while the control group did not.
- Asking and answering questions about historical places
- Talking about historical places from given information
37 teaching theory whereas the control group learn with their teacher‟s traditional teaching methods.
Instruments
Firstly, in order to create students‟ MI profiles, the researchers applied the
The MI Inventory developed by McKenzie in 1999 categorizes eight types of intelligences, enabling students to uncover their individual thinking and understanding styles This tool also assists teachers in identifying the most effective learning strategies tailored to each student's needs.
The second part of the study features two sets of questionnaires aimed at identifying issues and their underlying causes in teaching and learning English at the research site These questionnaires also seek to gather insights into the opinions of teachers and students regarding the teaching and learning process of English in an MI class, providing valuable perspectives on the effectiveness of the current approach.
The third part deals with some post – survey questions which aimed at investigating students‟ opinion after the intervention
The Pre – test and post – test
To assess students' spoken proficiency, particularly in fluency and accuracy, tests were created with a uniform format but varied content Each test comprises two sections: the first is a General Introduction where the interlocutor engages candidates in discussions about personal information, and the second is a Mini Presentation, allowing candidates to select a Cue Card with a familiar topic Students are given one minute to prepare before delivering their responses.
The Speaking Rubric Scale developed by Miller (2001) was employed to evaluate students' speaking accuracy and fluency This rubric measures speaking proficiency based on two key criteria: fluency and accuracy Scores are assigned on a scale from 1 to 5, reflecting varying levels of proficiency.
1 Little or no language produced
2 Poor vocabulary, serious mistakes in grammar, poor pronunciation
Very hesitant and brief utterances, sometimes difficult to understand
3 Adequate vocabulary, mistakes in grammar, adequate pronunciation
Communicates ideas, but hesitantly and briefly
4 Good vocabulary, occasional errors in grammar, good pronunciation
Effective communication, but does not elaborate on response
5 Wide vocabulary, very few errors in grammar, very good pronunciation
Easy and efficient communication Elaborates on responses
The experimental group was taught with 6 lesson plans in which activities in textbooks were adapted using MI theory Each lesson has a combination of
The article discusses MI-based activities that engage at least five dominant intelligences among students Additionally, it highlights the differentiated homework assignments tailored to each intelligence category, aimed at promoting enhanced practice and understanding.
39 development of this skill at home
The lesson plans are listed as follow:
Table 3.3 List of the lesson plans
Research procedure
The data collection procedure basically consisted of three main steps The steps would be described as follow:
To assess students' speaking performances and ensure uniformity in proficiency levels, a pre-test was conducted, allowing each student two minutes to respond to questions divided into two parts Their performances were evaluated using Miller's Speaking Rubrics (2001) Once their spoken English levels were confirmed, participants were categorized into two groups: the control group and the experimental group.
The second step involves participants completing questionnaires aimed at developing students' Multiple Intelligences (MI) profiles and exploring their perceptions of applying MI theory in speaking lessons Additionally, questionnaires were distributed to teachers to gather further insights.
40 examine the situation of teaching and learning speaking skill at the research site
The author developed six lesson plans tailored to the dominant multiple intelligences (MI) identified in students, focusing on Linguistic, Interpersonal, Visual, Kinesthetic, and Logical intelligences These plans incorporate activities designed to engage and enhance the strengths of students in the experimental groups.
The eight-week experiment, conducted from February 25 to April 21, involved a control group learning through traditional textbook methods, while experimental groups engaged in activities based on Multiple Intelligences (MI) After each lesson, projects tailored to students' MI were assigned, allowing them to choose tasks and collaborate in groups with similar interests Additionally, there was one optional period each week where teachers could select lesson content, enabling students to present their projects during these sessions.
The author administered post-tests and surveys to assess improvements in students' speaking performance, focusing on fluency and accuracy By comparing the results of participants from two groups and analyzing the post-survey data, the effectiveness of Multiple Intelligences (MI) based activities in enhancing speaking skills among students with similar MI profiles was evaluated.
FINDINGS AND DISCUSSION
Presentation and analysis of data
This section presents detailed results from the questionnaires administered to teachers and students, along with pre-test and post-test analyses, aimed at uncovering the realities faced in teaching and learning speaking skills It highlights the challenges encountered by both teachers and students, leading to valuable suggestions and implications for enhancing the effectiveness of speaking skill instruction for 10th graders at Thanh Chuong 3 High School.
The questionnaire was conducted among 9 teachers of English, their opinions and suggestions are described as follow
4.1.1.1 Teachers‟ opinions about the language skills and language elements that their students are at the lowest level
Chart 4.1 Teachers’ opinions about the language skills and language elements that their students are at the lowest level
A recent study explored teachers' perceptions of their students' language skills, revealing that 100% of educators believe speaking is the area where students struggle the most Additionally, 77.8% of teachers indicated that students' speaking abilities are on par with their listening skills, while 33.3% identified writing as another weak area Conversely, all teachers agreed that students excel in reading and grammar The findings clearly highlight the need for significant improvement in speaking skills among students.
4.1.1.2 Teachers‟ opinions of causes for students‟ low level of spoken English
Chart 4.2 Teachers’ opinions of causes for students’ low level of spoken English
The chart illustrates teachers' views on the reasons behind students' low proficiency in spoken English Notably, 88.9% of the teachers, or 8 out of 9, attribute this issue to unengaging and inappropriate speaking activities, as well as students' insufficient foundational knowledge.
Many teachers identified uninteresting and unsuitable speaking topics as a primary reason for students' struggles with speaking skills Nearly half attributed these challenges to class management issues, while others noted factors such as students' lack of background knowledge, limited practice opportunities outside of class, and negative attitudes towards the target language, which collectively accounted for 33.3% A consensus among teachers highlighted low motivation and ineffective teaching methods as significant contributors to the problem Addressing these issues through innovative teaching methods could enhance student motivation and improve speaking skills effectively.
4.1.1.3 Teachers‟ opinion about activities in speaking sections in text book “Tieng Anh 10”
Chart 4.3 Teachers’ opinion about activities in speaking sections in text book ―Tieng Anh 10‖
Only a few of them are interesting and suitable for the majority of my students.
Most of them are uninteresting and unsuitable for the majority of my students.
Most of them are interesting and suitable for the majority of my students.
Most of them are interesting but unsuitable for the majority of my studentsOthers
A survey of teachers regarding the speaking activities in the textbook "Tieng Anh 10" revealed that 77.8% of the respondents, or 7 out of 9 teachers, found only a few activities engaging and appropriate for their students' language proficiency levels Conversely, 22.2% of the teachers deemed most tasks to be uninteresting and unsuitable for their speaking lessons This feedback highlights the necessity for adapting these activities to better meet the needs of students.
4.1.1.4 Teachers‟ frequency of adapting text book activities
Chart 4.4 Teachers’ frequency of adapting text book activities
A recent study analyzed how often teachers modify textbook activities, revealing that 44.4% of teachers occasionally adapted these activities to enhance engagement and relevance for their students, primarily during observations In contrast, over half of the teachers consistently adhered to the textbook activities, applying the same methods across all students, regardless of their speaking proficiency or learning styles.
Many educators overlook the significance of teaching speaking skills, as these are not emphasized in standardized tests and exams This neglect may contribute to students' disinterest in speaking lessons.
4.1.1.5 Factors frequently taken into consideration by teachers when planning their lessons
Chart 4.5 Factors frequently taken into consideration by teachers when planning their lessons
Students prior knowledge and learning experiences
Students’ background knowledge of the topic Students’ interests
Students’ strengths and learning preferences
The study investigated whether teachers considered students' multiple intelligences (MI) when planning lessons The findings revealed that teachers primarily focused on students' levels, prior knowledge, and learning experiences Additionally, half of the teachers took into account students' background knowledge on the subjects However, the data indicated that students' interests, strengths, and learning preferences were largely overlooked in the lesson planning process.
The study investigated teachers' grouping techniques in English speaking lessons, revealing that they primarily grouped students based on their seating arrangements, placing those sitting near each other into small groups Only 33.3% of teachers occasionally considered students' oral English proficiency levels, leading to mixed-level groups without any other grouping methods employed Notably, students' multiple intelligences were not taken into account during this process.
4.1.1.7 Teachers‟ suggestions to improve students‟ low level of
At the end of the questionnaires, all the teachers were asked to give many ideas of how to improve their current teaching Their ideas were as follows:
- ―The teachers should adapt activities in textbooks to make them more exciting order to encourage the students to speak English during the speaking lessons‖
- ―The communicative activities should be used in speaking lesson‖
- ―The teachers should create a comfortable and relaxed learning environment for students to join in the speaking activities
- ―The teachers should creative more hand-on activities to motivate students in speaking lesson‖
- ―Teachers and administrators should organize some extracurricular activities to give students more chances to practise speaking English‖
The results from a teacher questionnaire reveal that students' multiple intelligences, particularly their talents, have often been overlooked in speaking lessons This oversight is primarily due to teaching methods that fail to consider these diverse abilities.
A recent survey revealed the dominant intelligences among students in the classroom, highlighting significant variations The data indicates that linguistic intelligence was the most prevalent, with 71.4% of students excelling in this area, followed by interpersonal intelligence at 54.2%, visual intelligence at 45.7%, and logical intelligence at 42.9% Kinesthetic intelligence was noted by 34.3% of students, while musical intelligence accounted for 14.3% The least represented intelligences were intrapersonal at 8% and naturalistic at 5% These findings suggest that students prefer collaborative work over individual tasks and thrive in active learning environments that leverage their strengths for enjoyable knowledge acquisition.
4.1.2.2 Students‟ opinions about the importance of speaking skill
Chart 4.8 Students’ opinions about the importance of speaking skill
A recent survey aimed to explore students' perceptions of the importance of speaking skills revealed a concerning trend The majority of respondents, 57.1%, deemed speaking unimportant, while 22.9% considered it the least important skill among the four language competencies Only 8.6% recognized speaking as essential for language proficiency, and just 11.4% acknowledged its critical role When asked about their reasons for undervaluing speaking skills, many students indicated that the lack of inclusion in compulsory exams led them to believe it was not worthy of attention.
4.1.2.3 Students‟ opinions about activities in textbook
Chart 4.9 Students’ opinions about activities in textbook
Very intesting Interesting Boring Very boring
This question was designed in order to investigate students‟ opinions about the speaking activities in the textbook “Tieng Anh 11”, which they had to
A recent study indicates that 68.6% of students find speaking tasks boring, with 17.1% labeling them as very boring Only 14.3% expressed interest in these activities, while none showed significant enthusiasm This overwhelming negativity towards the textbook topics contributes to a lack of motivation in speaking lessons, highlighting the need for more engaging content to enhance student participation and interest.
4.1.2.4 Students‟ opinion about the effectiveness of speaking activities before and after the intervention
Chart 4.10 Students’ opinion about the effectiveness of speaking activities before and after the intervention
The chart illustrates a significant shift in students' perceptions of the effectiveness of speaking activities following an intervention Prior to the intervention, 65.7% of students considered these activities ineffective, while approximately 25% felt they had a minimal impact on their learning.
The study revealed a significant shift in students' perceptions of Multiple Intelligence (MI) based activities regarding their spoken competence Initially, only 17.1% deemed these activities ineffective, and 11.4% considered them slightly adequate However, the percentage of students who recognized the effectiveness of MI activities in enhancing speaking skills surged from 8.6% to 40% Furthermore, while no students believed that their speaking lessons had a substantial impact before the experiment, this figure increased by 31.5% after implementing MI based activities Overall, the findings indicate a strong preference among students for MI based activities in improving their speaking abilities.
4.1.2.5 Students‟ problems in speaking lessons
Chart 4.11 Students’ problems in speaking lessons
Discussion
The study explored the impact of Multiple Intelligences (MI)-based teaching on high school students' perceptions and its influence on their speaking accuracy and fluency Pre-tests and post-tests were administered to evaluate the outcomes of this educational approach.
61 measure students‟ performance and investigate if there were any significant improvements
Before the intervention, both the control and treatment groups exhibited low levels of speaking accuracy and fluency in English, largely attributed to students' low motivation and ineffective teaching methods Many students showed minimal participation and negative attitudes towards speaking activities However, following the implementation of Multiple Intelligences (MI) based teaching, there was a significant improvement in student motivation and participation in speaking lessons Post-experiment data indicated a strong preference among learners for MI-based activities, suggesting that the application of MI theory was highly valued by the majority of students.
Students taught using the Multiple Intelligences (MI) method outperformed their peers who were not exposed to this approach The findings revealed significant enhancements in both accuracy and fluency among participants in the treatment group, clearly demonstrating that MI-based teaching significantly contributed to the development of students' speaking skills.
Summary
This chapter examined the data gathered from questionnaires and two speaking tests, revealing that MI-based teaching significantly enhances learners' performance and positively influences their attitudes towards learning this skill.
A total of 62 participants expressed strong support for the new teaching method, demonstrating enthusiasm during each speaking lesson Despite facing some challenges in its implementation, the teacher recognized the method's potential and committed to using it regularly to enhance students' speaking abilities as well as other language skills and components.