Developing Multiple Intelligences Based Supplementary Materials for Vision Series: Investigating Their Influence on Iranian EFL Students’ Self-efficacy
الموضوعات : Journal of Applied Linguistics Studies
Mohammad Hassan Alishahi
1
,
hossein khodabakhshzadeh
2
,
Hamid Ashraf
3
1 - English department. Islamic Azad Univerity, Torbat Branch
2 - Department of English, Torbat-e Heydarieh Branch, Islamic Azad University, Torbat-e Heydarieh, Iran
3 - Islamic Azad university, Torbat-e Heydarieh Branch
الکلمات المفتاحية: Multiple intelligences, Self-efficacy, Supplementary materials,
ملخص المقالة :
Learning a foreign language can help students to improve their memory functions and boost their self-esteem. It seems that textbooks and supplemental materials play a crucial role in this regard. The purpose of this experimental investigation was examining the impact of the multiple intelligences based supplementary materials on learners' self-efficacy. For this end, a two-phase study was planned. First, the researchers designed tasks for every lesson of Vision series, the book taught in high schools of Iran, based on Jones’ (2017) guideline along with the taxonomy of language learning activities for multiple intelligences provided by Christison (1997). Then, the experimental groups were exposed to the designed multiple intelligences based tasks and the course book whereas the control groups were exposed just to the course book for four months. The Babel proficiency test, and learners' self-efficacy scale (Guhangu,2009) were administrated to both experimental (N=60) and control (N=60) groups as the pretest and posttest. The results of the study indicated that the designed tasks had a positive and significant impact on EFL learners' self-efficacy.
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