The Impact of Project-based Learning Works on Meta-cognitive and Socio-affective Strategies and Interpersonal and Bodily-Kinesthetic Intelligences of Iranian EFL Learners

This study was aimed at investigating the impact of the project-based learning works on meta-cognitive and socio-affective strategies and interpersonal and bodily-kinesthetic intelligences of Iranian EFL learners. Four classrooms of intermediate EFL students participated in the current study (Two Experimental, A and C, and two Control, B and D Groups). After running the proficiency test, the language learning strategy uses questionnaire and multiple intelligences questionnaire were run for experimental A and control B groups as pre-tests. Experimental C and control D groups did not receive any test. In order to examine the effects of project works on students' language learning strategy uses and multiple intelligences levels, a special lesson plan was followed for the learners in the experimental groups, but not the control groups. At the final session of treatment, language learning strategy uses and multiple intelligences questionnaires were administered again, as post-tests, for all four groups. The scores obtained from pre and post-tests were compared to find out whether project works effect on meta-cognitive and socio-affective strategies and interpersonal and bodily-kinesthetic intelligences of Iranian EFL learners. The findings showed: ۱) Project work developed the meta-cognitive and socio-affective strategies uses of Iranian EFL learners in Experimental Group A. ۲) Project work developed the interpersonal and bodily-kinesthetic intelligences levels of Iranian EFL learners in Experimental Group B. ۳) Project work developed the meta-cognitive and socio-affective strategies uses of Iranian EFL learners in Experimental Group C. ۴) Project work developed the interpersonal and bodily-kinesthetic intelligences levels of Iranian EFL learners in Experimental Group C.

کلیدواژه ها:

Language Learning Strategies ، Multiple Intelligences ، Project-based Learning