The Relationship between Multiple Intelligences, Gender, and Speaking and Reading Skills: A Case Study of Iraqi EFL Learners

Considering the paramount role of learners' multiple intelligences in language learning, this study was conducted in an Iraqi EFL context to investigate the relationship between EFL learners' intelligences and speaking and reading skills and determine how gender affects this relationship. The participants were ۱۰۰ EFL learners in the fifth and sixth grades of two preparatory schools in Wasit, Iraq.  The study followed a correlational design and McKenzie's Multiple Intelligences questionnaire and tests of speaking and reading were used as data collection instruments.  Data were analyzed using Spearman's rho Correlation and Fisher's Z analyses. The results revealed significant correlations between verbal (r = ۰.۵۵, p = ۰.۰۰), logical (r = ۰.۳۹, p = ۰.۰۰), interpersonal (r = ۰.۳۲, p = ۰.۰۰) and natural (r = ۰.۲۸, p = ۰.۰۰) intelligences and speaking skill and verbal (r = ۰.۵۱, p = ۰.۰۰), logical (r = ۰.۵۱, p = ۰.۰۰), interpersonal (r = ۰.۳۴, p = ۰.۰۰), natural (r = ۰.۳۵, p = ۰.۰۰), and kinaesthetic (r = ۰.۳۰, p = ۰.۰۰) intelligences and reading skill, but no significant relationships between musical, visual, existential, and intrapersonal intelligences and the two skills (r = ۰.۰۱ to ۰.۱۷; p = ۰.۰۷ to ۰.۸۸). Moreover, gender had no significant role in the relationship between learners' multiple intelligences and speaking and reading skills (z = ۰.۱۲ to ۰.۹۳; p = ۰.۱۵ to ۰.۹۰). The findings provide new support for the available empirical literature on the topic. Based on the findings, educational managers and instructors are recommended to assess EFL learners' multiple intelligences at the beginning of instructional courses and use methods and learning activities that cater to individual learners' intelligence profiles to enhance their motivation and engagement as well as improve learning outcomes.

کلیدواژه ها:

Gender ، Iraqi EFL Learners ، Multiple Intelligences ، Reading ، Speaking