Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context

Autor/inn/en	Gündüz, Zennure Elgün; Ünal, Ismail Dogan
Titel	Effects of Multiple Intelligences Activities on Writing Skill Development in an EFL Context
Quelle	In: Universal Journal of Educational Research, 4 (2016) 7, S.1687-1697 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Writing Skills; Multiple Intelligences; Experimental Groups; Elementary School Students; Grade 6; Foreign Countries; Skill Development; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Quasiexperimental Design; Scores; Student Attitudes; Control Groups; Teaching Methods; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Intelligenz (Psy); School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Türkei
Abstract	This study aims at exploring the effects of multiple intelligences activities versus traditional method on English writing development of the sixth grade students in Turkey. A quasi-experimental research method with a pre-test post-test design was applied. The participants were 50 sixth grade students at a state school in Ardahan in Turkey. The participants were divided as an experimental and a control group randomly. Experimental group was instructed through multiple intelligences activities while the control group was instructed through traditional method. In addition to pre-test and post-test scores, participants' reflections about the methods and their writing experiences during the study were considered in order to arrive at some implications. The findings suggest that the experimental group instructed through multiple intelligences activities showed more improvement from their pre-test to their post-test scores than the control group instructed through traditional method. Experimental group also outperformed the control group according to the post-test scores. In addition, the participants reflected on the multiple intelligences activities more positively than the traditional way of instruction. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01