MI BASED TEACHING AND ITS EFFECT ON EFL HIGH SCHOOL STUDENTS’ AUTONOMY

MI-BASED TEACHING AND ITS EFFECT ON EFL HIGH SCHOOL STUDENTS’ AUTONOMY BY DUONG THI THANH A thesis submitted to Vinh University in fulfillment of the requirements for the degree of Master of Art Vinh University, 2017 ABSTRACT This study aims to look at the application of Multiple Intelligences (MI) Theory in teaching EFL to high school students in order to examine the relationship between MI-based teaching and EFL high school students’ English proficiency and learning autonomy An experiment was carried out among sixty high school students, who were divided into two groups (control and treatment) Both of the groups did a general English test and the pre-treatment autonomy test before the experiment and a general English test and posttreatment autonomy test after the experiment The tests were designed to assess the participants’ English proficiency and learning autonomy During the experiment, only the treatment group was taught with the MI-based approach The data indicated that the treatment group obtained better results in English proficiency and learning autonomy than the control group Based on the research findings, implications for English language teachers and students were also proposed I would like to express my deep gratitude to my supervisor, Dr Tran Thi Ngoc Yen, who I believe is the most wonderful supervisor, for her valuable directions, precious orientation, warm stimulation, and continuous support throughout this project Her enthusiasm and positive attitudes were sparkling in such a way that it helped to make my research a serious yet fun task to fulfil I am grateful to Nguyen Thi Nga, an English teacher at Thanh Chuong high school in Thanh Chuong district, Nghe An province, for helping me teach MIbased lessons at her classes as well as gather the data for the research; and Phan Thi Hoa, for copying the documents, materials for my experiments quickly I would also like to thank the administrators, teachers, and students at Thanh Chuong high school in Thanh Chuong district, Nghe An province for their cooperation and support Finally, I would like to delicate this work to my parents and family, particularly my husband, all of whom have been always supporting me with love and sympathy iii 4.1 4.2 4.3 Chart 4.1 The percentage of different scores on the pre-test in the control 4.4 4.5 CHAPTER INTRODUCTION 1.1 Rationale 4.6 The autonomy plays a principal role in achievement in all of the levels from primary school to university Therefore, numerous studies have been conducted in this issue with the aim of fostering students’ autonomy Studies have indicated that teachers need to equip themselves with more flexible approaches (Galton & Eggleston, 1979; Nelson, 1996) for learning effectively The idea of Multiple Intelligences has attracted the sizeable interest of many educators as well as the general public Schools that use MI theory encourage learning that goes beyond traditional books, pens, and pencils Mi-based teaching is the way of teaching to help students reach their potential However, there has not any research in using MI in order to stimulate the learner’s autonomy MI is still relatively new in Vietnam although this concept has been studied since 1983 in Frame of Mind: The Theory of Multiple Intelligences Because of its newborn appearance even though it shows striking compatibility with traditional Vietnamese education models The application of this model in English language teaching to develop students’ autonomy has been studied This research was written with the purpose of determine whether MI-based teaching has any effects on learner autonomy and students’ English proficiency 4.7 There have been many researchers who notice the importance of MIbased teaching in stimulating students to learn better as well as fostering learner autonomy Richard and Rodgers (2001: 120) stated “The MI classroom is one designed to support development of the „whole person’, and the environment and its activities are intended to enable students to become more well-rounded individuals and more successful learners in general Learners are encouraged to see their goals in these broader terms.” In addition, Christison (1997:9) also emphasized MI’s vital role to learner autonomy, he claimed “The more awareness students have of their own intelligences and how they work, the more they will know how to use that intelligence to access the necessary information and knowledge for a lesson” 4.8 There is much evidence that influence schools influenced by MI theory are effective (Gardner, 2006: 83) and with understanding of theory teachers can better understand learners They can allow students to safely discover their strengths, learn in many ways and they can help their students to be in control of their own learning (Guignon, 1998, March 12) Nevertheless, nowadays, students have not almost had full awareness about the importance of autonomy Most of them learn because they are forced to learn Besides, the traditional teaching method always focuses on grammar, vocabulary, reading and ignores important parts such as listening, speaking and pronunciations As a result, the lesson is really boring Particularly, this teaching method focuses on teachers or centered-teacher teaching, or other words, teachers are the center of teaching and learning process, students only listen so students are extremely passive in learning From these above reasons, I wonder whether IM-based teaching can help students develop learner autonomy and English proficiency This is the reason why I choose this major to study and make experiments In this study, I really hope to make a minor contribution to improve the students’ autonomy 1.2 Aims of the study 4.9 The aim of this study was explore different perspectives of MI-based teaching method on high school students’ learner autonomy It was set out to examine the impacts of MI teaching on learners’ autonomy and EFL high school students’ English proficiency 1.3 Research questions 4.10 The study was conducted to seek the answers for the following questions - Will MI-based teaching help to develop EFL high school students' autonomy? - How does MI-based teaching affect EFL high school students’ English proficiency? 1.4 Scope of the study 4.11 With the aim of discovering the effect of MI-based teaching on EFL learners’ autonomy, a survey was conducted to collect the needed data from the learners 4.12 Sixty students of a high school in Nghe An province were involved in this study 4.13 1.5 Thesis design 4.14 The thesis consists of five chapters 4.15 Chapter is the introduction, which provides a brief introduction, rationale and an overview of the thesis 4.16 Chapter is the literature review, in which previous research about MI quizzes, MI in education, MI in teaching and learning was presented In addition, autonomy’s role and principles as well as accessing and developing autonomy will be discussed carefully 4.17 Chapter introduces the research methodology of the study It provides information about the materials, participants, instrument for data collection, research procedures and data analysis 4.18 Chapter presents the detailed results and discussions developed after the impacts analyzed 4.19 Chapter contains the implications and conclusions This chapter summarizes the main issues touched upon in the research, the limitations of the research and some suggestions for further studies Following the chapters are the references and appendices 1.6 Methodology 4.20 The main methodology used in the project was experimental Groups of high school students, the control group and the treatment group in Thanh Chuong were involved in the study 4.21 The study is intended to measure students’ autonomy as well as to see benefits of MI-based lessons with learners’ autonomy Using MI-based lessons to improve learners’ autonomy is effective or not 4.22 This chapter presents a brief review of the literature on the topics that are generally related to the research in this thesis Previous studies on the MI quizzes, MI in education, MI in teaching and learning In addition, autonomy’s role and principles as well as accessing and developing autonomy will be discussed 2.1 Multiple Intelligences 4.23 Gardner and Armstrong set the stage for exploring the many ways MI theory which is applied in educational settings around the world Numerous great people, researchers, educators, and teachers around the world are working seriously to apply MI theory, MI-based activities in the lessons as well as educational activities in order to improve the education and make the learning periods become more interesting, particularly make learners more interested in the lessons 4.24 The theory about MI has important implications for teaching in general and for language learning in particular (Armstrong 2007; Azar 2006; Buchen 2006; Campbell & Dickinson 2004; Christian 2004; Fogarty & Stoehr 2007; Tracy & Richery 2007; Viens & Kallenback 2004; Barrington 2004; Chan 2006; Christion & Kennedy 2004; Hall 2004) 4.25 Gardner defines intelligence as “the ability to process information that is activated in a cultural contest for problem solving or creating products which are worthy in a culture” (Gardner 1999, p 33) According to him, MI has been influential in language teaching circles Teachers who recognize the multiple intelligences of their students acknowledge that students bring with them specific and unique strengths, which are often taken into account in classroom situations 4.26 Gardner claims that all human beings have multiple intelligences in varying 4.1512 4.1513 saving our 4.1516 4.1519 4.1520 4.1521 4.1523 4.1524 4.1525 Solutions for 4.1517 4.1518 4.1522 4.1526 4.1514 4.1515 earth Step 6: Implication -get students to answer following questions 4.1527 MI: intrapersonal 4.1531 - answer the questions 4.1529 Questions 4.1530 4.1534 4.1533 what you leam about our 4.1536 environment? 4.1537 4.1538 4.1540 What should you to 4.1541 protect our earth 4.1543 from polluting? 4.1544 4.1545 4.1548 4.1547 VI HOMEWORK 4.1549 MI: intrapersonal 4.1551 -have students to collect some 4.1552 listen to the teacher’s picture about demand and 4.1554 solutions to protect our 4.1556 take note into the 4.1555 planet notebook 4.1528 2’ 4.1532 4.1535 4.1539 4.1542 4.1546 4.1550 4.1553 1’ 4.1557 4.1558 4.1030 4.1031APPENDIX G 4.1032MI- BASED TEACHING LESSON PLAN (Lesson 4) ENGLISH 10: UNIT 10 CONSERVATION LESSON WRITING (P 109) 4.1033 Descriptions of learners: learners are at the age of 16 years old, their English level is A2 A OBJECTIVES: By the end lesson, students will be able to Language skills - apply language knowledge and skills acquire from the unit to a realistic situation, - use key words and key grammatical structures related to “ the letter of invitation” to write the the letter of invitation 122 Educational purposes - realize the importance of the letter of invitation in the daily life B LANGUAG E FOCUS Key grammar/st ructure: - let’s +V - Why don’t you +V? - Would you like to V? - Do you feel like +Ving? - How about +Ving? C METHODS: Multiple Intelligences D TEACHING AIDS: Textbook, board, chalk, audio, pictures, player E PROCEDURE : 4.1559 4.1560 Teacher’s activities 4.1562 I STABILIZATION 4.1565 4.1566 II WARM UP Students’ activities 4.1563 4.1568 MI: linguistic and interpersonal 4.1561 Time 4.1564 1’ 4.1569 4’ Step 1: lead- in ( introduce the lesson) - have students work in groups of four - deliver some handouts for students - ask them to talk together and discuss what they are 4.1567 Questions 4.1570 4.1573 1/ What are the handouts about? 4.1576 2/ Which expressions are 4.1571 - work in groups of four - discuss about 4.1574 the handouts 4.1577 - answer the 4.1572 4.1575 4.1578 4.1579 4.1580 4.1581 about the invitation? questions Answer 4.1582 4.1034 123 4.1035 4.1036 2007 Hi, 4.1037 Dora! The 29th of June will be my birthday Will you come 4.1038 to my birthday party on the 29th of June, at pm at my home? 4.1039 Dea 4.1040 4.1041 4.1042 4.1043 4.1044 4.1045 4.1046 4.1047 4.1048 -introduce 4.1049today’s lesson: about the a 4.1050 letter of invitation 4.1051 III 4.1052 PRE- WRITING Step4.1053 2: discussing about the expressions of 4.1054 invitation 4.1055 - have students work in groups 4.1056 and list expressions of 4.1057 invitation 4.1058 - write these expressions on the 4.1059 board 4.1060 - have students to note down on 4.1061 the notebook * some useful 4.1062 expressions 4.1063 - Let’s go out with me 4.1064 - Why don’t you go out with me? 4.1065 - Would you like to go out with 4.1066 me? 4.1067 - Do you feel like going out with 4.1068 me? 4.1069 - How about going out with me? 4.1070 19 June 1/ These handouts are invitations (letters of invitation) 2/Expressions of invitation: -will you come to my birthday party on the 29th of June, at pm at my house? - You are invited to join us for Ruben’s 16th birthday party! MI: spatial and interpersonal -work in groups to discuss about the expressions of invitation - note down these expressions into the notebook ’ MI: interpersonal, spatial and linguistic ’ -observe the photos and discuss with friends to find out the suitable expressions ** some expressions Picture 1: - would you like to Step4.1071 3: giving out some expressions of play football with invitation from the given pictures 4.1072 me this afternoon? - show students some pictures 4.1073 - let’s play football and ask them to make this afternoon invitations from these pictures - write them on the board ’ Picture Picture Picture 4.1074 Picture 2: 4.1075 -do you feel like going to the cinema with me tonight? 4.1076 - would you like to go to the cinema with me tonight? 4.1077 Picture 3: 4.1078 -let’s go swimming with me this afternoon 4.1079 - shall we go swimming with me tomorrow? 4.1080 Picture 4: 4.1081 -how about having dinner with us tonight? 4.1082 - you feel like having dinner with us next Monday? 4.1083 Picture Step 4: Matching ( Task p.109) - have students match column A &B and MI: intrapersonal and logical Key: c f a g h d e b 4.1583 then write out these sentences into their notebook 4.1584 - guide students to use the above given structures 4.1587 Key: 4.1590 1/Let’s try the cake I have just made 4.1593 2/ Why don’t you join us in this trip? 4.1594 4.1585 4.158 4.1588 4.158 4.1591 - work in pairs 4.1600 - find out the answers 4.159 4.160 4.1603 4.1606 MI: 4.1604 10’ 4.160 4.161 4.161 4.161 MI: interpersonal, linguistic 3/ Would you like to have a cold drink? 4.1595 4/ Do you feel like taking a walk for a while? 5/ Can you sing us a Vietnamese song? 4.1596 6/ How about going to the cinema tonight, Ba? Step 5: Filling with suitable expression ( 4.1602 4.1605 Task p 109) 4.1608 - get students to work in pairs and fill the with 4.1611 blank suitable expression provided in 4.1614 Task 4.1617 Key: 4.1620 1/ Would you like/ Are you free 4.1623 2/ Would you like/ Are you free 4.1626 3/ Why don’t you- Let’s 4.1629 Step 6: Write a letter of invitation from 4.1632 the teacher’s given cards 4.1635 - ask students to write a letter of( invitation 4.1638 includes following information : salutation, 4.1641 opening, the reason for inviting, 4.1644 thetime, place, expressing of invitation and closing) 4.1647 intrapersonal, linguistic 4.1609 Model : 4.1612 *Salutation: Dear/ Hi/ Hello 4.1615 Mary (Susan ) 4.1618 *Opening sentence: 4.1621 How have you been recently? 4.1624 We haven’t seen for ages 4.1627 *The reason of invitation: 4.1630 - I’ve been given two tickets 4.1633 movie at 8ofp.m tomorrow at 4.1636 FOX cinema 4.1639 - I am going to organize the 4.1642 birthday party about 5.30 next 4.1645 Tuesday at my house * The expression of invitation * Closing: - bye - see you at the party - best wishes/ regards - give me a call 4.161 4.162 4.162 4.162 4.163 4.1634 6’ 4.163 4.164 4.164 4.164 4.1085 4.1086 4.1087 4.1088 4.1089 4.1090 4.1091 4.1092 4.1093 Picture 4.1094 4.1095 4.1096 4.1097 4.1098 4.1099 4.1100 4.1101 Picture 4.1102 4.1103 V POSTWRITING 4.1104 Step4.1105 7: pair- correction - have students change letters to 4.1106 4.1107 another student and correct one 4.1108 another 4.1109 - ask students to rewrite their 4.1110 own letter into the notebook 4.1111 Step 8: implication 4.1112 - ask students to work in pair and 4.1113 answer following questions 4.1114 Questions: 4.1115 1/ How the letters of invitation play in 4.1116 your life? 4.1117 2/ What occasions people usually write the 4.1118 letters of invitation? 4.1119 4.1120 VI 4.1121 HOMEWORK write a letter to your friend to invite 4.1122 him/ her to attend your birthday party next week give comments to ’ other students write the letter into the notebook MI: intrapersonal, linguistic - MI: interpersonal -work in pair and answer the questions MI: intrapersonal -take note into the notebook ’ 4.1648 The control and experimental group’s score in the pre-test 4.1649 4.1650 Control 4.1651 P 4.1652 Treatme P group nt group 4.1653 4.1654 32 4.1655 B1 4.1656 36 A1 4.1657 4.1658 31 4.1659 B2 4.1660 34 A2 4.1661 4.1662 29 4.1663 B3 4.1664 34 A3 4.1665 4.1666 36 4.1667 B4 4.1668 38 A4 4.1669 4.1670 37 4.1671 B5 4.1672 36 A5 4.1673 4.1674 35 4.1675 B6 4.1676 34 A6 4.1677 4.1678 38 4.1679 B7 4.1680 36 A7 4.1681 4.1682 36 4.1683 B8 4.1684 37 A8 4.1685 4.1686 31 4.1687 B9 4.1688 37 A9 4.1689 4.1690 38 4.1691 B10 4.1692 29 A10 4.1693 4.1694 31 4.1695 B11 4.1696 38 A11 4.1697 4.1698 30 4.1699 B12 4.1700 34 A12 4.1701 4.1702 30 4.1703 B13 4.1704 32 A13 4.1705 4.1706 25 4.1707 B14 4.1708 32 A14 4.1709 4.1710 25 4.1711 B15 4.1712 33 A15 4.1713 4.1714 36 4.1715 B16 4.1716 32 A16 4.1717 4.1718 23 4.1719 B17 4.1720 33 A17 4.1721 4.1722 31 4.1723 B18 4.1724 36 A18 4.1725 4.1726 34 4.1727 B19 4.1728 34 A19 4.1729 4.1730 30 4.1731 B20 4.1732 33 A20 4.1733 4.1734 35 4.1735 B21 4.1736 30 A21 4.1737 4.1738 36 4.1739 B22 4.1740 32 A22 4.1741 4.1742 30 4.1743 B23 4.1744 30 A23 4.1745 4.1746 33 4.1747 B24 4.1748 33 A24 4.1749 4.1750 31 4.1751 B25 4.1752 36 A25 4.1753 4.1755 B26 4.1756 31 4.1754 28 A26 4.1757 4.1758 36 4.1759 B27 4.1760 21 A27 4.1761 4.1123 4.1124APPENDIX I 4.1125 The control and experimental group’s score in the pre-treatment autonomy test 4.1762 P 4.1766 A1 4.1770 A2 4.1774 A3 4.1778 A4 4.1782 A5 4.1786 A6 4.1790 A7 4.1794 A8 4.1798 A9 4.1802 A10 4.1806 A11 4.1810 A12 4.1814 A13 4.1818 A14 4.1822 A15 4.1826 A16 4.1830 A17 4.1834 A18 4.1838 A19 4.1842 A20 4.1846 A21 4.1850 A22 4.1854 A23 4.1858 A24 4.1862 A25 4.1866 A26 4.1870 A27 4.1874 4.1763 Control group 4.1767 149 4.1764 P 4.1765 Treatme nt group 4.1769 156 4.1768 B1 4.1771 158 4.1772 B2 4.1773 158 4.1775 170 4.1776 B3 4.1777 155 4.1779 147 4.1780 B4 4.1781 119 4.1783 173 4.1784 B5 4.1785 143 4.1787 169 4.1788 B6 4.1789 159 4.1791 170 4.1792 B7 4.1793 142 4.1795 4.1799 180 143 4.1796 B8 4.1797 133 4.1800 B9 4.1801 162 4.1803 173 4.1804 B10 4.1807 156 4.1808 B11 4.1805 4.1809 160 152 4.1811 163 4.1812 B12 4.1815 146 4.1816 B13 4.1813 4.1817 200 170 4.1819 159 4.1820 B14 4.1821 176 4.1823 146 4.1824 B15 4.1827 168 4.1828 B16 4.1825 4.1829 180 132 4.1831 118 4.1832 B17 4.1833 136 4.1835 4.1839 120 142 4.1836 B18 4.1837 138 4.1840 B19 4.1841 145 4.1843 161 4.1844 B20 4.1845 192 4.1847 4.1851 162 150 4.1848 B21 4.1849 130 4.1852 B22 4.1853 130 4.1855 170 4.1856 B23 4.1857 165 4.1859 180 4.1860 B24 4.1861 130 4.1863 4.1867 182 149 4.1864 B25 4.1868 B26 4.1865 4.1869 186 143 4.1871 151 4.1872 B27 4.1873 155 4.1875 The control and experimental group’s score in the post-test 4.1876 4.1877 Control 4.1878 P 4.1879 Treatme P group nt group 4.1880 4.1881 35 4.1882 B1 4.1883 39 A1 4.1884 4.1885 34 4.1886 B2 4.1887 38 A2 4.1888 4.1889 30 4.1890 B3 4.1891 35 A3 4.1892 4.1893 32 4.1894 B4 4.1895 38 A4 4.1896 4.1897 30 4.1898 B5 4.1899 38 A5 4.1900 4.1901 34 4.1902 B6 4.1903 37 A6 4.1904 4.1905 38 4.1906 B7 4.1907 38 A7 4.1908 4.1909 34 4.1910 B8 4.1911 39 A8 4.1912 4.1913 32 4.1914 B9 4.1915 38 A9 4.1916 4.1917 32 4.1918 B10 4.1919 32 A10 4.1920 4.1921 31 4.1922 B11 4.1923 39 A11 4.1924 4.1925 34 4.1926 B12 4.1927 34 A12 4.1928 4.1929 35 4.1930 B13 4.1931 29 A13 4.1932 4.1933 27 4.1934 B14 4.1935 39 A14 4.1936 4.1938 B15 4.1939 39 4.1937 28 A15 4.1940 4.1941 36 4.1942 B16 4.1943 37 A16 4.1944 4.1945 24 4.1946 B17 4.1947 39 A17 4.1948 4.1949 30 4.1950 B18 4.1951 39 A18 4.1952 4.1953 35 4.1954 B19 4.1955 37 A19 4.1956 4.1957 31 4.1958 B20 4.1959 39 A20 4.1960 4.1961 35 4.1962 B21 4.1963 39 A21 4.1964 4.1965 27 4.1966 B22 4.1967 29 A22 4.1968 4.1969 32 4.1970 B23 4.1971 37 A23 4.1972 4.1973 33 4.1974 B24 4.1975 38 A24 4.1976 4.1977 30 4.1978 B25 4.1979 37 A25 4.1980 4.1981 29 4.1982 B26 4.1983 38 A26 4.1984 4.1985 34 4.1986 B27 4.1987 29 A27 4.1988 4.1128APPENDIX K 4.1129 The control and experimental group’s score in the post-treatment autonomy test 4.1989 P 4.1993 A1 4.1997 A2 4.2001 A3 4.2005 A4 4.2009 A5 4.2013 A6 4.2017 A7 4.2021 A8 4.2025 A9 4.2029 A10 4.2033 A11 4.2037 A12 4.2041 A13 4.2045 A14 4.2049 A15 4.2053 A16 4.2057 A17 4.2061 A18 4.2065 A19 4.2069 A20 4.2073 A21 4.2077 A22 4.2081 A23 4.2085 A24 4.2089 A25 4.2093 A26 4.2097 A27 4.2101 4.1990 Control group 4.1994 150 4.1995 B1 4.1998 167 4.1999 B2 4.2000 176 4.2002 170 4.2003 B3 4.2004 173 4.2006 157 4.2007 B4 4.2008 190 4.2010 170 4.2011 B5 4.2012 198 4.2014 172 4.2015 B6 4.2016 178 4.2018 176 4.2019 B7 4.2022 4.2026 182 150 4.2023 B8 4.2020 4.2024 168 198 4.2027 B9 4.2028 189 4.2030 160 4.2031 B10 4.2032 179 4.2034 160 4.2035 B11 4.2036 180 4.2038 4.2042 166 148 4.2039 B12 4.2043 B13 4.2040 4.2044 210 190 4.2046 4.2050 160 150 4.2047 B14 4.2048 189 4.2051 B15 4.2054 176 4.2055 B16 4.2052 4.2056 180 195 4.2058 130 4.2059 B17 4.2060 167 4.2062 130 4.2063 B18 4.2064 190 4.2066 148 4.2067 B19 4.2068 160 4.2070 170 4.2071 B20 4.2074 170 4.2075 B21 4.2072 4.2076 200 189 4.2078 159 4.2079 B22 4.2080 184 4.2082 180 4.2083 B23 4.2084 178 4.2086 4.2090 181 179 4.2087 B24 4.2088 167 4.2091 B25 4.2092 190 4.2094 160 4.2095 B26 4.2096 167 4.2098 160 4.2099 B27 4.2100 178 4.1130 4.1991 P APPENDIX L 4.1992 Treatme nt group 4.1996 190 4.1131 Initial scores (IS), final scores (FS) and increases (I) in the pre-test andpost- test of two groups 4.2102 4.2103 P IS 4.2104 4.2105 4.2106 4.2107 4.2108 4.2109 FS I P IS FS I 4.2110 4.2111 4.2112 4.2113 4.2114 4.2115 4.2116 4.2117 4.2118 4.2119 4.2120 4.2121 4.2122 4.2123 4.2124 4.2125 4.2126 4.2127 4.2128 4.2129 4.2130 4.2131 4.2132 4.2133 4.2134 4.2135 4.2136 4.2137 4.2138 4.2139 4.2140 4.2141 4.2142 4.2143 4.2144 4.2145 4.2146 4.2147 4.2148 4.2149 4.2150 4.2151 4.2152 4.2153 4.2154 4.2155 4.2156 4.2157 4.2158 4.2159 4.2160 4.2161 4.2162 4.2163 4.2164 4.2165 4.2166 4.2167 4.2168 4.2169 4.2170 4.2171 4.2172 4.2173 4.2174 4.2175 4.2176 4.2177 4.2178 4.2179 4.2180 4.2181 4.2182 4.2183 4.2184 4.2185 4.2186 4.2187 4.2188 4.2189 4.2190 4.2191 4.2192 4.2193 4.2194 4.2195 4.2196 4.2197 4.2198 4.2199 4.2200 4.2201 4.2202 4.2203 4.2204 4.2205 4.2206 4.2207 4.2208 4.2209 4.2210 4.2211 4.2212 4.2213 4.2214 4.2215 4.2216 4.2217 4.2218 4.2219 4.2220 4.2221 4.2222 4.2223 4.2224 4.2225 4.2226 4.2227 4.2228 4.2229 4.2230 4.2231 4.2232 4.2233 4.2234 4.2235 4.2236 4.2237 4.2238 4.2239 4.2240 4.2241 4.2242 4.2243 4.2244 4.2245 4.2246 4.2247 4.2248 4.2249 4.2250 4.2251 4.2252 4.2253 4.2254 4.2255 4.2256 4.2257 4.2258 4.2259 4.2260 4.2261 4.2262 4.2263 4.2264 4.2265 4.2266 4.2267 4.2268 4.2269 4.2270 4.2271 4.2272 4.2273 4.2274 4.2275 4.2276 4.2277 4.2278 4.2279 4.2280 4.2281 4.2282 4.2283 4.2284 4.2285 4.2286 4.2287 4.2288 4.2289 4.2290 4.2291 4.2292 4.2293 4.2294 4.2295 4.2296 4.2297 4.2298 4.2299 4.2300 4.2301 4.2302 4.2303 4.2304 4.2305 4.2306 4.2307 4.2308 4.2309 4.2310 4.2311 4.2312 4.2313 4.2314 4.2315 4.2316 4.2317 4.2318 4.2319 4.2320 4.2321 4.2322 4.2323 4.2324 4.2325 4.2329 4.2330 4.2331 4.2332 A22 A5 A10 A4 A8 A27 A6 A18 A25 A2 A7 A11 A16 A21 A24 A3 A9 A17 A19 A20 A26 A14 A23 A1 A15 A12 A13 36 37 38 36 36 36 36 31 31 31 38 31 36 34 33 29 31 23 33 30 28 25 30 32 25 30 30 4.2327 4.2326 32.11 4.2334 4.1132 27 30 32 32 34 34 35 30 30 31 38 31 36 35 33 30 32 24 34 31 29 27 32 35 28 34 35 4.2328 31.81 -9 -7 -6 -4 -2 -2 -1 -1 -1 0 0 0 1 1 1 2 3 -0.3 B13 B22 B12 B4 B11 B25 B3 B9 B5 B7 B1 B10 B18 B19 B6 B8 B2 B16 B24 B15 B17 B20 B14 B23 B26 B27 B21 32 32 34 34 38 36 34 37 36 36 36 29 36 34 34 37 34 32 33 33 33 33 32 30 31 21 30 33.33 29 29 34 34 39 37 35 38 38 38 39 32 39 37 37 39 38 37 38 39 39 39 39 37 38 29 39 36.67 -3 -3 0 1 1 2 3 3 5 6 7 4.2333 3.34 4.1133Initial scores (IS), final scores (FS) and increases (I) in the pretreatment autonomy test and post-treatment autonomy test of two groups 4.2335 4.2336 4.2337 4.2338 4.2339 4.2340 4.2341 4.2342 4.2343 4.2344 4.2345 4.2346 4.2347 4.2348 4.2349 4.2350 4.2351 4.2352 4.2353 4.2354 4.2355 4.2356 4.2357 4.2358 4.2359 4.2360 4.2361 4.2362 4.2363 4.2364 4.2365 4.2366 4.2367 4.2368 4.2369 4.2370 4.2371 4.2372 4.2373 4.2374 4.2375 4.2376 4.2377 4.2378 4.2379 4.2380 4.2381 4.2382 4.2383 4.2384 4.2385 4.2386 4.2387 4.2388 4.2389 4.2390 4.2391 4.2392 4.2393 4.2394 4.2395 4.2396 4.2397 4.2398 4.2399 4.2400 4.2401 4.2402 4.2403 4.2404 4.2405 4.2406 4.2407 4.2408 4.2409 4.2410 4.2411 4.2412 4.2413 4.2414 4.2415 4.2416 4.2417 4.2418 4.2419 4.2420 4.2421 4.2422 4.2423 4.2424 4.2425 4.2426 4.2427 4.2428 4.2429 4.2430 4.2431 4.2432 4.2433 4.2434 4.2435 4.2436 4.2437 4.2438 4.2439 4.2440 4.2441 4.2442 4.2443 4.2444 4.2445 4.2446 4.2447 4.2448 4.2449 4.2450 4.2451 4.2452 4.2453 4.2454 4.2455 4.2456 4.2457 4.2458 4.2459 4.2460 4.2461 4.2462 4.2463 4.2464 4.2465 4.2466 4.2467 4.2468 4.2469 4.2470 4.2471 4.2472 4.2473 4.2474 4.2475 4.2476 4.2477 4.2478 4.2479 4.2480 4.2481 4.2482 4.2483 4.2484 4.2485 4.2486 4.2487 4.2488 4.2489 4.2490 4.2491 4.2492 4.2493 4.2494 4.2495 4.2496 4.2497 4.2498 4.2499 4.2500 4.2501 4.2502 4.2503 4.2504 4.2505 4.2506 4.2507 4.2508 4.2509 4.2510 4.2511 4.2512 4.2513 4.2514 4.2515 4.2516 4.2517 4.2518 4.2519 4.2520 4.2521 4.2522 4.2523 4.2524 4.2525 4.2526 4.2527 4.2528 4.2529 4.2530 4.2531 4.2532 4.2533 4.2534 4.2535 4.2536 4.2537 4.2538 4.2539 4.2540 4.2541 4.2542 4.2543 4.2544 4.2545 4.2546 4.2547 4.2548 4.2549 4.2550 4.2551 4.2552 4.2553 4.2554 4.2555 4.2556 4.2557 4.2558 4.2561 4.2562 4.2563 4.2564 4.2565 4.2566 P IS A10 173 A5 173 A25 182 A1 149 A3 170 A8 182 A24 181 A14 159 A13 146 A15 146 A12 163 A6 169 A11 156 A7 170 A9 143 A19 142 A16 168 A21 162 A2 158 A20 161 A22 150 A27 151 A4 147 A18 120 A23 170 A26 149 A17 118 4.25594.2560 157.7 4.2567 4.1134 FS 160 170 179 149 170 182 181 160 148 148 166 172 160 176 149 148 176 170 167 170 159 160 157 130 180 160 130 162.1 I -13 -3 -3 0 0 2 3 6 8 9 9 10 10 10 11 12 4.4 P B15 B25 B5 B20 B12 B23 B19 B2 B3 B6 B10 B13 B14 B27 B26 B7 B11 B17 B1 B9 B24 B18 B22 B8 B21 B16 B4 IS 180 186 143 192 200 165 145 158 155 159 160 170 176 155 143 142 152 136 156 162 130 138 130 133 130 132 119 153.6 FS 180 190 149 200 210 178 160 176 173 178 179 190 189 178 167 168 180 167 190 198 167 190 184 189 189 195 190 181.6 I 10 13 15 18 18 19 19 20 23 23 24 26 28 31 34 36 37 52 54 56 59 63 79 28 11 4.1135 4.1136 ... answers for the following questions - Will MI-based teaching help to develop EFL high school students' autonomy? - How does MI-based teaching affect EFL high school students’ English proficiency?... the application of Multiple Intelligences (MI) Theory in teaching EFL to high school students in order to examine the relationship between MI-based teaching and EFL high school students’ English... is intended to measure students’ autonomy as well as to see benefits of MI-based lessons with learners’ autonomy Using MI-based lessons to improve learners’ autonomy is effective or not 4.22 This