An analysis of the representation of multiple intelligences theory in the fifth grade english textbook in vietnam

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ VO THANH TRUC AN ANALYSIS OF THE REPRESENTATION OF MULTIPLE INTELLIGENCES THEORY IN THE FIFTH GRADE ENGLISH TEXTBOOK IN VIETNAM MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY ∞0∞ VO THANH TRUC AN ANALYSIS OF THE REPRESENTATION OF MULTIPLE INTELLIGENCES THEORY IN THE FIFTH GRADE ENGLISH TEXTBOOK IN VIETNAM Major: Teaching English to Speakers of Other Languages Major code: 14 01 11 MASTER OF ARTS IN TESOL Supervisor: TRAN QUOC THAO, Ph.D HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: Võ Thanh Trúc Ngày sinh: 02/12/1995 Nơi sinh: Tiền Giang Chuyên ngành: LL&PPDHBM Tiếng Anh Mã học viên: 1881401110040 Tôi đồng ý cung cấp tồn văn thơng tin luận án/ luận văn tốt nghiệp hợp lệ quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh kết nối tồn văn thơng tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học Sở Khoa học Cơng nghệ Thành phố Hồ Chí Minh Ký tên (Ghi rõ họ tên) ………………………………… CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn: I s Tíữ n Học viên thực hiện: \.fe .'.ỂẴiư? Lớp: M J.t3.0W.1&V Ngày sinh: cy./.Íp?Ư.ửẩÍL Nơi sinh: Ĩiế/Lâ'Cỉli.ốj; iâe p.f inuĩùpL Tên đề tài: Aa anỉỷ*ÍẴ Ý kiến giáo viên hướng dẫn việc cho phép học viên Vq ĩỉịci^A íẽiuc đươc bảo vô luân văn trước Hôi done: Thành phố Hồ Chí Minh, ngày .Ẳĩỉ tháng Ẳí nấm 202T) i STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “An analysis of the representation of multiple intelligences theory in the fifth grade English textbook in Vietnam" is my original work; it is based on my own research All sources used in this thesis have been documented This piece of work has not been submitted for assessment in any subject or course at Open University or elsewhere Ho Chi Minh City, 2023 Vo Thanh Truc ii ACKNOWLEDGEMENT I would like to take this opportunity to extend my deepest appreciation to everyone who has assisted me in achieving my goal of completing this Master's Thesis This adventure has been one of the most incredible and memorable experiences of my life, and I will never forget it I would like to convey my heartfelt gratitude and appreciation to my supervisor, Dr Thao Quoc Tran I am eternally grateful to Dr Thao Quoc Tran for devoting so many hours to me and my study He was always willing to give words of encouragement Furthermore, he inspired my study and fueled my enthusiasm for the English language Most importantly, I would like to thank Dr Thao Quoc Tran for teaching me how to aim for excellence This study would not be possible without the assistance of my wonderful classmates I was extremely fortunate to have wonderful friends who provided me with helpful and constructive counsel I would like to appreciate Ms Hong Phan for her advice and encouragement iii ABSTRACT According to the Multiple Intelligences (MI) theory, human intelligence is composed of various types of intelligences, and each individual holds all of them to varying degrees The purpose of this study was to investigate the manner in which the Theory of Multiple Intelligences was covered in the fifth grade English textbook Family and Friends Special Edition in Vietnam The research examined the representation of MI in the textbook by using an analytical descriptive approach, which included document analysis, coding, and other methods to identify MI indicators in the text The sample was composed of all units of the fifth grade English textbook The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory The analysis of the fifth grade English textbook revealed that the dominant intelligences represented were Verbal/Linguistic and Visual/Spatial The least dominant intelligences were Interpersonal, Intrapersonal, Musical, Naturalist, Bodily/Kinesthetic intelligences Key words: Multiple Intelligences theory, textbook, textbook analysis, the fifth grade iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT .ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF TABLES vi LIST OF FIGURES vii LIST OF ABREVIATIONS viii INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem .3 1.3 Purpose and research questions of the study 1.4 Scope of the study 1.5 Significance of the study .6 1.6 Definitions of key terms 1.7 Organisation of the thesis CHAPTER LITERATURE REVIEW .9 2.1 Introduction 2.2 Multiple Intelligences theory 2.3 Multiple intelligence theory in EFL teaching and learning 12 2.4 The roles of textbooks in language education 13 2.5 Multiple Intelligence theory in English textbooks 14 2.6 Previous studies 15 2.7 Conceptual framework .19 2.8 Summary 21 CHAPTER 22 v RESEARCH METHODOLOGY 22 3.1 Introduction 22 3.2 Research design 22 3.3 Research materials .23 3.4 Data collection procedures 27 3.6 Validity and reliability .30 3.7 Summary 31 CHAPTER 33 RESULT AND DISCUSSION 33 4.1 Introduction 33 4.2 Result 33 4.2.1 Types of multiple intelligences represented in the textbook Family and Friends Special edition 33 4.2.2 Activities with a combination of intelligences 56 4.3 Discussion 57 4.1 Summary 62 CHAPTER 63 CONCLUSION AND RECOMMENDATIONS 63 5.1 Summary of the study 63 5.3 Recommendation 64 5.4 Limitations of the study 65 5.4 Recommendations for further research 66 REFERENCES 67 APPENDIX 73 The MIs Checklist, developed by Ebadi and Beigzadeh (2016) 73 vi LIST OF TABLES Table 3.1: The structure of one unit of the textbook 25 Table 3.2: The topic of each unit in the textbook .26 Table 3: Methods of analysis 28 Table 4: Interrater reliability 31 Table 1: Frequency distribution of different types of MIs in the textbook Family and Friends Special Edition .34 Table 2: Activities Representing Verbal/ Linguistic Intelligence 35 Table 3: The number and percentage of activities that reflect Verbal/ Linguistic intelligence .36 Table 4: Activities Representing Spatial Intelligence 40 Table 5: The number and percentage of activities that reflect Spatial/ Visual intelligence 40 Table 6: Activities Representing Musical Intelligence 42 Table 7: The number and percentage of activities that reflect Musical intelligence 43 Table 8: Activities Representing Bodily/ Kinesthetic Intelligence 46 Table 9: The number and percentage of activities that reflect Bodily/ Kinesthetic 46 Table 10: Activities Representing Interpersonal intelligence 48 Table 11: The number and percentage of activities that reflect Interpersonal intelligence .48 Table 12: Activities Representing Intrapersonal intelligence .50 Table 13: The number and percentage of activities that reflect Intrapersonal intelligence .51 Table 14: Activities Representing Logical/ Mathematical intelligence 52 Table 15: The number and percentage of activities that reflect Logical/ Mathematical intelligence .54 Table 16: Activities Representing Naturalist intelligence 55 Table 17: The number and percentage of activities that reflect Naturalist intelligence 55