Jordanian EFL Teachers’ Awareness and Incorporation of Multiple Intelligences into Their Pedagogical Practices

Taghrid Ahmad Al-Omari, Ruba Fahmi Bataineh

Department of Curriculum and Instruction, Yarmouk University, Irbid, Jordan.

DOI: 10.4236/oalib.1100327                

Abstract

This study attempts to explore EFL teachers’ awareness and incorporation of the Multiple Intelligences Theory (MIT) into their pedagogical practices in light of some variables. The sample consisted of 141 male and female EFL teachers who taught the first-, fourth-, eighth- and eleventh- grade Action Pack textbooks in the public schools of the First Directorate of Education (Irbid, Jordan). The findings revealed that, albeit moderate, EFL teachers' awareness and incorporation of MIT is influenced, to various degrees, by gender, grade level, age, qualifications, experience and training.

Keywords

EFL, MIT, Multiple Intelligence Theory, Jordan

Conflicts of Interest

The authors declare no conflicts of interest.

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