Applying Multiple Intelligence Theory in Teaching EFL for Improving Students' Writing Skills The Case of: Second Year LMD Students at University of Souk Ahras

Abstract

Abstract This study investigates the notion of MI and its impact on learners' writing; it looks into the improvements in teaching English as foreign language (E.F.L) in general and the development of learners' writing in particular, the purpose of this research is to provide an overview of MI; to increase learners' awareness about the concept of the theory, and to break the wall of obstacles in teaching or learning writing. We postulate that if linguistic and interpersonal strategies are integrated into teaching EFL, learners are more likely to increase their writing abilities. A descriptive method was used in this study by creating a questionnaire for fifty students and interviewing three teachers at Mouhamed Chrif Mssaidia. After analyzing the findings from both data collection techniques, our prediction about the effectiveness of MI in EFL and teaching writing skills was confirmed. Both teachers and learners agreed on the positive impact of using strategies from MI that cover the individual differences. As a result, teachers should recognize the learners' types of intelligence in order to select the most suitable strategy for teaching them writing skills. Furthermore, integrating a wide selection of MI tasks not only helps learners strengthen their English but also helps teachers cover the majority of educators' mental abilities. Most of the efforts being made to involve MI in Teaching English as Foreign Language (T.E.F.L) open up numerous opportunities for success in many educational fields. --------------------