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

Trang 1 --- ∞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 Trang 2 HO CH

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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

HO CHI MINH CITY OPEN UNIVERSITY

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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: 8 14 01 11

MASTER OF ARTS IN TESOL

Supervisor: TRAN QUOC THAO, Ph.D

HO CHI MINH CITY, 2023

GIẤY XÁC NHẬN

Tôi tên là: Võ Thanh Trúc

Chuyên ngành: LL&PPDHBM Tiếng Anh Mã học viên: 1881401110040

Tôi đồng ý cung cấp toàn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh

(Ghi rõ họ và tên)

………

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CỦA GIẢNG VIÊN HƯỚNG DẪN

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Học viên thực hiện: .\.fe .'.ỂẴiư? Lớp: M J.t3.0W.1&V

đươc bảo vô luân văn trước Hôi done:

Thành phố Hồ Chí Minh, ngày .Ẳĩỉ tháng Ẳí nấm 202T).

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

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

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 5 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

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

1.1 Background to the study 1

1.2 Statement of the problem 3

1.3 Purpose and research questions of the study 5

1.4 Scope of the study 5

1.5 Significance of the study 6

1.6 Definitions of key terms 7

1.7 Organisation of the thesis 7

CHAPTER 2 9

LITERATURE REVIEW 9

2.1 Introduction 9

2.2 Multiple Intelligences theory 9

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 3 22

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 4 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 5 Special edition 33

4.2.2 Activities with a combination of intelligences 56

4.3 Discussion 57

4.1 Summary 62

CHAPTER 5 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

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 3: Methods of analysis 28

Table 3 4: Interrater reliability 31

Table 4 1: Frequency distribution of different types of MIs in the textbook Family and Friends 5 Special Edition 34

Table 4 2: Activities Representing Verbal/ Linguistic Intelligence 35

Table 4 3: The number and percentage of activities that reflect Verbal/ Linguistic intelligence 36

Table 4 4: Activities Representing Spatial Intelligence 40

Table 4 5: The number and percentage of activities that reflect Spatial/ Visual intelligence 40

Table 4 6: Activities Representing Musical Intelligence 42

Table 4 7: The number and percentage of activities that reflect Musical intelligence 43 Table 4 8: Activities Representing Bodily/ Kinesthetic Intelligence 46

Table 4 9: The number and percentage of activities that reflect Bodily/ Kinesthetic 46

Table 4 10: Activities Representing Interpersonal intelligence 48

Table 4 11: The number and percentage of activities that reflect Interpersonal intelligence 48

Table 4 12: Activities Representing Intrapersonal intelligence 50

Table 4 13: The number and percentage of activities that reflect Intrapersonal intelligence 51

Table 4 14: Activities Representing Logical/ Mathematical intelligence 52

Table 4 15: The number and percentage of activities that reflect Logical/ Mathematical intelligence 54

Table 4 16: Activities Representing Naturalist intelligence 55

Table 4 17: The number and percentage of activities that reflect Naturalist intelligence 55

LIST OF FIGURES

Figure 2 1: The framework of MIs in the English textbook 20

Figure 4 1 Family and Friends 5 Special edition – Unit 1, lesson 1 (p.8) 38

Figure 4 2: Family and Friends 5 Special edition – Unit 2, lesson 5 (p.18) 39

Figure 4 3: Family and Friends 5 Special – Unit 7, lesson 6 (p.57) 41

Figure 4 4 Family and Friends 5 Special edition – Unit 2, lesson 3 (p.16) 42

Figure 4 6 Family and Friends 5 Special edition – Unit 1, lesson 3 (p.10) 45

Figure 4 7 Family and Friends 5 Special edition – Unit 1, lesson 2 (p.9) 47

Figure 4 8 Family and Friends 5 Special edition – Unit 4, lesson 6 (p.35) 49

Figure 4 9 Family and Friends 5 Special edition – Unit 6, lesson 6 (p.47) 52

Figure 4 10 Family and Friends 5 Special Edition – Review 1 (p.26) 54

Figure 4 11 Family and Friends 5 Special Edition – Unit 5 – Lesson 5 (p.40) 56

Figure 4 12 Family and Friends 5 Special Edition – Extensive reading (p.51) 57

LIST OF ABREVIATIONS

MIs: Multiple intelligences

MI theory: Multiple intelligences theory

IR: Interpersonal intelligence

IA: Intrapersonal intelligence

N: Naturalist intelligence

M: Coder 1 and Coder 2's agreed signal count

N1: Coder 1 signal count

N2: Coder 2 signal count

CHAPTER 1

INTRODUCTION 1.1 Background to the study

In Vietnam, implementing Resolution No 88/2014/QH13 dated November 28, 2014 of the National Assembly, Decision No 404/QD-TT dated March 27, 2015 of the Prime Minister on renovation of educational curricula and textbooks 32/2018/TT-BGDDT dated December 26, 2018 on the General Education Program (General Education Program 2018), in which Foreign Language 1 (English) is a compulsory subject, taught from grade 3 in the school year 2022 - 2023 Teaching English to students in grades 3 through 5 aids in the formation and development of their communication skills through the four skills of listening, speaking, reading, and writing, with a primary focus on listening and speaking The process teaching program at the heart of the English language arts curriculum guarantees that student learning is at the center of all classroom activities The content of teaching at the primary level ensures that students are able to understand and use familiar structures on a daily basis; essential vocabulary chosen to address particular communication requirements Students can identify themselves and others, respond with personal details, such as where they live, their relatives, and their friends, and communicate easily with one another provided that their conversation partner speaks slowly and clearly and is willing to cooperate and seek assistance Therefore, teachers are viewed as the process's organizers and guides; they encourage students to participate in language practice activities to the fullest degree possible and gradually increase their capacity for independent study According to Nguyen and Banh (2021), psychological characteristics of primary school students develop unevenly In the same age group, their abilities and intellectual development are not the same This shows that the selection of methods of teaching English for primary school students

according to the theory of multiple intelligences needs to create favorable conditions to attract and active students' learning activities, provide optimal performance The Ministry of Education and Training has issued Circular No 28/2020/TT-BGDDT promulgating the Charter of Primary Schools According to the Article 17 of the Primary Schools’ Charter, each class at the primary level has no more than 35 students However,

in fact, for many objective reasons, many schools in many localities had to flexibly increase the number of classes to more than 40 students, some schools up to 50 students Jones (2007) stated that the language classroom is designed to be student-centered The class size is small, never exceeding 12 pupils, and the students' skill levels are roughly equivalent Therefore, according to Merve, 2015, “English teachers often face with classrooms filled with a higher number of students and whose competencies in English are quite different from each other” (p 913) This causes difficulties for English teachers

in classes in Vietnam Besides, the teachers have no much time to develop their own material Estaji and Nafisi (2014) hold that to convey the curriculum objectives to students, the textbooks play an intermediary role through the help of the teachers Textbooks are useful tools that teachers organize creativity and reduce the time for preparation in class Textbooks do not only provide a framework for teachers to achieve the goals and objectives of the course, but also a guide for teachers as they proceed with the lesson (Montasser, 2013) Thus, it is important to investigate textbooks because the textbooks play an essential role in language teaching According to Hamza (2021), he stated that Gardner's (1983) Multiple Intelligences Theory is one criterion used to evaluate texts Berman (2005) also claimed that students can be attracted by assigned activities with different methods which use MI theory Estaji and Nafisi (2014) found the following:

Not only has the theory of MI had a major impact on the design of the curriculum for teaching a foreign language, but it has also had a significant influence on the design of the teaching materials for that curriculum In addition, a curriculum that

is influenced by MI has the potential to boost students' academic achievement as well as their motivation and participation in the classroom (p 5)

According to Howard Gardner's MI theory, eight types of intelligence include Logical/ Mathematical intelligence, Verbal/ Linguistic intelligence, Spatial/ Visual intelligence, Musical intelligence, Bodily/ Kinesthetic intelligence, Interpersonal intelligence,

Intrapersonal intelligence, and Naturalist intelligence

Jado S (2015) shows that in order to accommodate students' myriad approaches to learning, educational institutions in general and school materials in particular need to incorporate a wide range of instructional strategies The comprehension and consideration of the potential for multiple intelligences (MIs) to change the ways in which we think, as well as the ways in which we learn and instruct, is a globally recognized method for addressing this issue Besides, Armstrong (2009) claims that the

MI theory basically encapsulates what effective instructors have traditionally done in their instruction: go beyond the text and the board to awaken students' minds (p 56) Kırkgöz (2009) recommended that to gain more information into the revision and/or design of textbooks for young pupils studying English, textbook evaluation should be done on a regular basis Following this, an analysis of an English textbook used in the Vietnamese state-guided general education system for students in the fifth grade was conducted in order to establish the degree to which MI theory is reflected in this textbook

1.2 Statement of the problem

There are many different perspectives on intelligence, one of which is known as the MI theory There are also many different types of intelligence The MI theory also has significant repercussions for the educational and developmental processes of adults According to Ansari (2013), most language textbooks are written for an ideal classroom environment that is homogenous, so teachers will always face the issue that students will

respond differently to the textbook due to individual differences In the context of mixed ability classes, some students may feel interesting about the topic and activities, whereas some find it hard and boring Furthermore, language teaching course materials are currently based on content-based or theme-based syllabi, which may be boring, strange,

or meaningless to some students while enjoyable, familiar, or interesting to others Therefore, according to Sahragard and Zaremoayedi (2009), textbooks are the main practical sources that instructors use in the classroom to convey educational goals, their consideration in the framework of MI theory is both necessary and beneficial Hamza

(2021) stated that “MI theory is an effective technique for dealing with many students in

the classroom, regardless of students' learning styles” (p 403) In other words, it would

be very difficult for students to be provided with the usual textbook activities without

the MIs activities

In Vietnamese school, the size of each class is too large and the English classes are usually overcrowded, from 40 to 50 students and their students also have one or more dominant forms of intelligence that exist, which are not divided in terms of students’ intellectual abilities Therefore, these are mixed ability classes that blend intelligences together Students with different intelligences will be in the same class However, if teachers teach in a traditional approach, it will be difficult for students to achieve their educational meet Many students can learn better if they have the conditions to promote their outstanding intelligences in learning activities This is difficult for teachers to use teaching methods to ensure that all students interact and participate well in class activities This does not inspire students to interact with both the teacher and the learning content Therefore, teachers can benefit from using MI theory in their instructional strategies Analyzing the types of intelligence presented in the activities of the textbook and the extent to which English textbook represent the MI theory are essentially useful because textbook is the fundamental source and applied by teachers to meet curriculum objectives There are many the fifth grade textbooks being circulated and selected for

use in teaching in primary schools The textbook which is selected in this study is Family and Friends 5 Special Edition The textbook is provided by the Ministry of Education for use in classrooms throughout Vietnam, including both public and private institutions

By understanding the significance of the MI theory in English instruction and learning

as well as the lack of student success in mixed-level classes This study will analyze the intelligence categories presented in this English textbook's activities to determine the level of MIs employed

1.3 Purpose and research questions of the study

This study aims at investigating the representation of MI theory in the fifth grade

 To examine the types of intelligences are represented in the fifth grade English textbook

 To find out the extent to which the fifth grade English textbooks represent the

MI theory

The study is based on the following research questions:

1 What types of intelligences are represented in the fifth grade English textbook?

2 To what extent does the fifth grade English textbook represent the MI theory?

1.4 Scope of the study

This study stresses on what and how MI theory is presented in the fifth grade English textbook used in the primary schools in Vietnam The general education program in English is taught in grade 5 and complies with the provisions of the General Education Program of the Ministry of Education and Training regarding the duration of teaching the subject, specifically as follows: 4 periods per week, a total of 140 periods The textbook is Family and friends 5 Special Edition by instructors of Vietnam Education Publishing House and Oxford University Press and published in 2015 There are 13 units, each unit includes 6 lessons and 4 review units Basically, the fifth grade English

textbook is the same as the English textbook in the previous classes However, the level

of differentiation of knowledge in the fifth grade English textbook has become much clearer, the method of imparting knowledge has also become new, close to the lower secondary level Learning has shifted significantly compared to previous classes Instead

of basic introductory knowledge, the fifth grade English book is considered by experts

to be much more advanced

The document analysis is employed as the research design to search types of intelligence are represented the English textbook The MI theory references are collected and analyzed using the MI checklist created by Ebadi and Beigzadeh (2016) to evaluate the fifth grade textbook's representation of MI After analyzing types of intelligence, research gives a summary about which ones are the most and least dominant intelligences

in the English textbook and the distribution of the eight intelligence types in the English

textbook

1.5 Significance of the study

Significances of this study are divided into two kinds, including theoretical and practical contributions

 Theoretically, this study can contribute the understanding of MI theory and intelligence represented in activities the textbooks This study's findings may contribute to an educational document on the implementation of MI theory in

Vietnam curricula

 Practically, teachers can improve their teaching methods through understanding knowledge of the MI Theory and types of intelligences in activities in textbook Teaching has been transformed from being teacher-centered to student-centered Therefore, teachers will have a choice of appropriate methods for students' learning ability and meet the learning needs

of students This research will benefit both students and teachers

1.6 Definitions of key terms

Intelligence

Gardner (1983) defined intelligence as having the capacity to find or create solutions for problems, which includes acquiring new knowledge, and the ability to produce an effective product or provide a service that is valued in a society Intelligence is also the ability to do these things

Multiple intelligence theory

In 1983, Howard Gardner came up with the idea for the "MI Theory” This theory disproved the conventional notion that intelligence can be summed up into a single factor and demonstrated that human intelligence is actually comprised of a number of distinct intelligences According to Chen, Moran, and Gardner (2009), the MI theory can be a very useful tool for expanding education's scope

Textbook

the language for teachers, indeed they are an embodiment of the goals, of the particular teaching/ learning circumstance.”

1.7 Organisation of the thesis

The first chapter provides a general overview of the study The context of primary education in Vietnam and the significance of the MI theory in education and its characteristics are discussed In the context of classrooms with diverse abilities, this makes it difficult for teachers to use teaching methods to ensure that all students interact and participate well in classroom activities Then set the research objective and research question The scope of this study is illustrated then The meaning of this study was written later and it was followed by several important keywords

In Chapter 2, some of the major studies on MI theory are reviewed In this chapter, a few definitions of MIs and definitions of intelligences are provided by some researchers In

the next section, MI theory in EFL teaching and learning is reviewed Followed by The roles of textbooks in language education and MI theory in English textbooks are also mentioned This chapter ends with a review of previous studies on MI analysis in textbooks, as well as the conceptual framework for this study From there, examine the different types of intelligence in textbook

Chapter 3 first introduces the literature of this study including research design and research material Next, the data collection and data analysis procedure is described The next section presents the framework for this study with explanations for its use The final section of this chapter deals with the reliability and validity of this study

In Chapter 4, an analysis of the types of intelligences and how frequently each category

of intelligence appears in the activities from the textbook is presented The focus of this chapter is on the frequency of intelligences in MIs and their demonstrations

In the final chapter, chapter 5, the main findings and conclusions of this study in relation

to the research questions and limitations and recommendations for further studies are presented

CHAPTER 2 LITERATURE REVIEW 2.1 Introduction

This chapter debates further the theories of main concepts and clarifies the constructs of

this study It will focus on the discussion of the followings: (1) Multiple Intelligences theory, (2) MI theory in EFL teaching and learning, (3) The roles of textbooks in

language education, (4) MI theory in English textbooks Besides, this study will be put among the similar previous studies on the MI theory in English Foreign Language

textbooks

2.2 Multiple Intelligences theory

Christison (1996) stated that The intelligence quotient (IQ) is the traditional measure that has been used to describe intelligence which assesses a limited range of Verbal/Linguistic and Logical/Mathematical intelligences However, recent studies have

shown that the IQ may not be the most accurate measure of intelligence (Bas and

Beyhan, 2010) According to Razmjoo and Farmer (2012), it has been found that the MI theory can account for the cognitive functions of certain populations more adequately than the traditional IQ test can Howard Gardner, the author of the book Frames of Mind, suggested in the early 1980s that humans have eight or more different intelligences Howard Gardner was the first to postulate the MI theory, he was a professor at Harvard University on cognition and education After that, educators became interested in applying the MI theory to their teaching techniques because they view it as a means of improving instruction and learning They see it as a way to enhance both learning and teaching through its use According to Goodenough (2000), the nature of intelligences has been approached in a different way than in the past when relying on the MI theory According to Griggs et al (2009), Howard Gardner created the idea of MIs based on how students used their intelligence Individual factors such as psychology and culture

have a direct influence on learners' abilities and skills, which is the difference in the potential background of each individual, which requires individual-based learning Ehrman (2003) pointed out that according to Gardner's theory, people change according

to the aspects of intelligence they belong to, so individual difference is one of the factors affecting the process of study Each individual will be distinguished by personal preferences related to intelligence Howard Gardner grouped the human intelligences into seven intelligences in 1983 He describes the seven different intelligences, which are: Verbal/ Linguistic, Logical/ Mathematical, Spatial/ Visual, Bodily/ Kinesthetic, Musical, Intrapersonal and Interpersonal intelligences In 1997, he added an eighth and

in 1999, he discussed the possibility of ninth are Naturalistic intelligence and Existential intelligence According to Ebadi and Beigzadeh (2016), Gardner's MI theory challenged the prevalent view that intelligence can be reduced to a single IQ test score, which previously had only considered language and logic abilities These perceptions of intelligence were based on the idea that intelligence was a singular score that could be determined by IQ tests According to the MI theory, every individual possesses a special set of intelligences, and every single person on the planet possesses every single type of intelligence According to this theory, one's intelligence can be improved upon by being stimulated, enhanced, and educated in the appropriate ways The following is a condensed explanation of the eight different intelligences that can be found in humans:

1 Verbal/Linguistic Intelligence: the ability to use words effectively in writing and communicating These people are usually very skilled at reading, writing, and memorization

2 Logical/Mathematical Intelligence: Reasoning, pattern recognition, and logical problem-solving skills are all strengths of those with high Logical/Mathematical intelligence These people frequently approach numbers, connections, and patterns conceptually

3 Visual/Spatial Intelligence: People with high Visual/Spatial intelligence are good at visualizing things These people are frequently good with directions as well as maps, charts, videos, and pictures

4 Bodily/ Kinesthetic Intelligence: The capacity to express thoughts and feelings through movement and produce or transform objects with one's hands as well as proficiency in using one's entire body to express thoughts and feelings

5 Musical Intelligence: Musical intelligence allows for excellent pattern, rhythm, and sound thinking They frequently excel at musical composition and

performance, and they have a strong respect for music

6 Interpersonal Intelligence: People with high Interpersonal Intelligence are adept at comprehending and relating to others These people are adept at determining the feelings, goals, wants, and motives of those around them

7 Intrapersonal Intelligence: People with high Intrapersonal intelligence are adept at recognizing their own emotional states, motivations, and emotions They frequently take pleasure in self-reflection and analysis, as well as daydreaming, examining interpersonal interactions, and determining their own personal

strengths

8 Naturalist Intelligence: People with high levels of this intellect are more in touch with nature and frequently show an interest in nurturing, observing their surroundings, and discovering information about other species

Gardner calls Musical, Spatial/ Visual and Bodily/Kinesthetic intelligences rather than talents or aptitudes because he typically overheard people say things like "He is not very intelligent but he has a wonderful aptitude for music" (Gardner, Chen & Moran, 2009, p.25); consequently, he was quite conscious of his use of the word intelligence to describe each category According to Gardner (1999), the establishment of these criteria

is one of the most important accomplishments that the MI theory has made Gardner is

of the opinion that everyone possesses a certain level of intelligence, but a lower level

of intelligence in other areas It has been theory that every person possesses all eight types of intelligence, albeit to varying degrees in each These intelligences are continuously collaborating and exchanging information with one another All of these intelligences can also be developed further with the right kind of encouragement, enrichment, and instruction (Armstrong, 2000)

This study will focus on analyzing Gardner's eight intelligence types, which includes Verbal/Linguistic, Logical/Mathematical, Spatial/Visual, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist intelligence

2.3 Multiple intelligence theory in EFL teaching and learning

Capacity development orientation is a key point in the design of the 2018 General Education Program Teaching content shifts from what students can learn to what students can do (Ministry of Education and Training, 2018) Therefore, according to Quach et al (2020), practical problem-solving capacity is an important ability that needs

to be trained, helping students to be able to solve problems flexibly on the basis of applying knowledge, skills and experience, know about specific issues Besides, when it comes to the issue of capacity, capacity is understood as the ability of each individual Each student has a unique characteristic of perception, capacity, etc., so it is not possible

to form capacity in individual learners from a common path According to Gardner, he believed that each person possesses different intelligences Besides, each person can possess different types of intelligence and they have their own strengths that can only be learned through practice Christison (1996) argued that MI theory has been viewed as a model for application in schools Taking care of all intelligences is very important for teachers, to help learners respond to differences and develop their skills as MIs develop not only in language skills language but also in many other intelligences

According to Heming (2008), Gardner's theory proposes that every individual possesses MIs, each of which can be applied to the completion of a distinct set of responsibilities This theory is significant to the field of education because educators increasingly

recognize that students learn in a variety of methods The MI theory contributes to an explanation for the observed differences According to Al-Qatawneh et al (2021), the

MI theory might offer instructional strategies that support individual learning preferences based on intellect and enhance students' English language proficiency across the curriculum In the field of teaching English as a foreign language, researchers have observed that in certain situations, the majority of students have difficulty acquiring EFL, whereas they excel at other classroom activities (Derakhshan & Faribi, 2015) According

to Berman (2005), students can be attracted by assigned activities with different methods which use MI theory There are a few consequences that MI theory has for teachers, and they are as follows:

(1) As a tool to assist students in developing an understanding and appreciation

of their own strengths and preferred method of learning (2) As a method for gaining a deeper comprehension of the various intelligences possessed by students (3) As a guide to provide students with a greater variety of methods

to learn and to demonstrate what they have learned (4) To serve as a roadmap for the development of lesson plans that meet the needs of a diverse variety of students (Derakhshan & Faribi, 2015, p.69)

Since the MI theory was first suggested in the 1980s, there has been a lot of discussion about how effective it is to use the MI theory when teaching and learning a language Aside from that, the theory has had a substantial impact on the creation of instructional materials and a curriculum for the instruction of foreign languages

2.4 The roles of textbooks in language education

Hamza (2021) finds that teachers' teaching is influenced by their ability to interact with students and the learning content Jozaghi and Razmjoo (2010) stated that during training, a person is able to simultaneously raise one or all of the intelligence They further proposed in order to maximize one's language learning potential through the enhanced intelligences he has developed, one should make use of useful textbooks

(Jozaghi, Razmjoo, 2010) Furthermore, Nnamdi-Eruchalu (2012) stated that textbooks are an indispensable part of teaching and learning at school and have instruction in specific subjects Stará et al (2017) additionally stated that “textbooks play the dominant role in instruction” (p.1)

Therefore, textbooks are an essential component of the language learning experience in classrooms across the globe, including those in primary schools, secondary schools, universities, and schools that specialize in teaching foreign languages It is possible to draw the conclusion that textbooks have, without a shadow of a doubt, been one of the most important contributors to the teaching and learning of English in many different countries The use of textbooks can be beneficial and productive for learners and teachers

in a variety of ways Since students learn a lot from textbooks during their English learning in and out of the classroom, well-designed curriculums provide teaching and learning methods that are useful to subjects with high levels of different intelligences in the classroom

2.5 Multiple Intelligence theory in English textbooks

Boulmaiz (2017) said that when the author comes up with a textbook design, it is necessary to consider the potential as well as the needs of learners For this purpose, MI theory can respond to and contribute to learners' language learning as well as teacher teaching, because MIs involve and considers needs and intelligence of learners Some education systems in the world have incorporated the MI theory into the educational content and teaching methods of teachers (Chen et al, 2009) In addition, many books have been written on the application of the MI theory in education and the significance

of the MI theory for students, such as the book "the MI theory in the classroom" written

by Thomas Armstrong (1994)

According to Estaji and Nafisi (2014), the literature on MI Theory in the field of education needs information on the implementation of MI theory in the classroom, as well as information on the curriculum and the design of the curriculum In addition, "it

provides recommendations for instructors, students, textbook authors, and curriculum developers and designers." According to Ebadi and Ashtarian (2014), it is important for textbooks to provide as many intelligence types as is possible in order to meet the needs

of students who possess a variety of intelligences; this is due to the fact that students have a wide range of personality traits and approaches to learning, each of which corresponds to a specific type of intelligence In terms of the creation of curricula, instructional strategies, materials, and textbooks used in language teaching and learning, the application of MI Theory in ELT can be deemed invaluable for both instructors and students This is because MI theory was developed with the goal of improving second language acquisition (Estaji and Nafisi, 2014) They also state that the application of the

MI theory is extremely beneficial because it inspires the development of endeavors that are adapted to the various types of intelligence and enhances the educational experience for the students A large number of researchers have looked into the MIs in relation to the activities that are founded on the MI theory because Textbooks are the most prevalent type of instructional material used in language education, and they have been evaluated for their conformity to the MI theory

2.6 Previous studies

A great number of studies have looked at textbooks through the light of the MI theory in order to discover different forms of intelligence at work within their systems Researchers' interest in how the MI Theory is presented in English textbooks has lately increased significantly

Around the world, many researchers carried out many studies included MI theory in textbook in their research (Botelho, 2003; Ebadi et al., 2015; Ashtarian and Ashtarian, 2015; Taaseh et al events, 2014; Taase, 2012) Studies have shown that almost all types

of intelligence are presented in textbooks and in which some types of intelligence are dominant, the rest are not mentioned much The intelligences that frequently appear in textbooks are Verbal/ Linguistic intelligence and Interpersonal intelligence However,

some intelligences such as Naturalist and Musical intelligences do not seem to be represented in textbooks (Taase, 2012; Taaseh et al., 2014) In the study of Gürkaynak (2015) it was found that Bodily/ Kinesthetic Intelligence and Interpersonal Intelligence prevailed and were the intelligences with a high percentage in textbooks In the study of Ebadi et al (2015) showed that Verbal/ Linguistic and Spatial/Visual intelligence activities have appeared many times in the Touchstone Course Book series The Musical, Bodily/ Kinesthetic, and Naturalist intelligences have been shown by the researcher to

be less frequent in the activities of these books Wattanborwornwong and Klavinitchai (2016) gave a result of research on MI theory that the differences in the types of intelligence that textbooks use different types of language

Maharma (2021), in accordance with MI theory, a Jordanian researcher examines series

of Action Pack textbooks to determine how well they adhere to the MI theory Children

in grades nine, ten, and twelve learn English from this series The researcher looked at

608 activities to find out which MIs are more prevalent in activities that were selected The findings revealed that Verbal/Linguistic and Visual/Spatial were the most prevalent intelligences in the three textbooks It was found that the kinds of intelligence were not written about the same way in the books that were being looked at

In Brazil, a study by Botelho (2003) called "Multiple intelligence theory in English language teaching: An analysis of current textbooks, materials, and teachers' perceptions" looked at the relationship between MI theory and ELT in terms of textbooks and materials used to teach English to people with different types of intelligence The findings of this investigation indicate that the majority of textbook exercises that were looked at focus on four intelligences: Verbal/Linguistic, Intrapersonal, Visual/Spatial, and Interpersonal Logical/Mathematical, Bodily/Kinesthetic, Musical and Naturalist were the less common intelligences

Ebadi and Beigzadeh (2016), two Iranian researchers, conducted a study to examine one set of widely used TPSOL textbooks in the context of MI theory The findings of this

research demonstrate that Verbal/Linguistic, Visual/Spatial, Logical/Mathematical, and Interpersonal intelligences were primarily catered for in textbooks Intrapersonal, Musical, and Naturalist intelligence types were the least prevalent, and the analysis of textbooks' activities revealed no indication of Bodily/Kinesthetic intelligence

Taase (2012) looked into how three course books were represented in the same vein of study The study's findings indicate that Naturalist, and Bodily/Kinesthetic intelligences are missing from the course materials Interpersonal, Intrapersonal, and Logical/Mathematical intelligences are enhanced at smaller ratios than the other intelligences, such as Visual/Spatial and Verbal/Linguistic

Nurhan and Üyesi (2021) examine the activities and tasks in Turkish as a foreign language textbook through the light of the MI theory Using a descriptive method, the study analyzed the content of course volumes developed by Turkish state institutions The study's findings indicate that Verbal/Linguistic and Logical/Mathematical intelligences dominate all activities and duties Six categories of intelligence, including Visual/Spatial, Musical, Bodily/Kinesthetic, Interpersonal, Intrapersonal and Naturalist are given little attention in textbooks

An Evaluation of the English Language Textbook Series "Touchstone" for Saudi University Students in terms of the MI Theory was conducted by Koura, Zafer and Abdellah in their study titled "An Evaluation of the English Language Textbook Series

"Touchstone" for Saudi University Students in terms of the MI Theory." This study attempted to investigate the degree to which Touchstone caters to the preferences of MIs among Preparatory year Saudi students There are 600 different activities that have been analyzed in the textbooks to determine which kinds of intelligence they target The findings of the research indicate that Verbal/Linguistic ability ranks highest, while Musical intelligence ranks lowest

The significance of incorporating MI activities into literature was highlighted by the research that was just discussed In addition to this, they demonstrated the degree to

which activities dependent on MIs are utilized in English textbooks The findings of these other studies were beneficial to the current investigation, which was conducted into the manner in which MI theory is presented in English textbooks As a result of this study, teachers will have a choice of appropriate teaching methods to match the learning abilities of their students and to fulfill the educational requirements of their pupils

In Vietnam, the researchers recognize the importance of integrating MI theory in language teaching and learning Most of the previous studies conducts the studies to analysis the theory of MIs in linguistic skills Currently, the researchers in Vietnam have researched the teaching of multi-intellectual approach to teaching in a lesson According

to Bui and Duong (2019), in the context of Vietnam, the MI theory has suggested many active teaching methods There are methods that have been used by experienced teachers for a long time, or teachers have used randomly, but have not yet understood the essence

of the method, which is the application of the theory of MIs In other cases, the MI theory has created the basis and orientation for teachers to innovate teaching methods in many different ways In the study, they also suggested that many teachers have abused "one-way" teaching methods for a long time, in class, only teachers speak to students in a

"command" style or "monologue" Most of the time in class, learners passively listen, read, write and memorize machines, answer and respond to questions and exercises that have been imposed in textbooks or reference materials

The results of the study also show that learners' motivation to learn increases through self-discovery of their favorite learning methods The long-standing traditional teaching has made students comfortable with the old ways of learning The MI Project has helped learners realize their potential and be more satisfied with methods that suit their learning style

This study will focus on presenting a detailed description of the content related to MIs presented in fifth grade English textbooks based on both checklists proposed by Ebadiand Beigzadeh (2016) According to Ebadi and Beigzadeh (2016), based on their analysis

of the relevant previous research, the researchers developed this MI assessment (Botelho, 2003; Estaji & Nafisi,2014; Kirgoz, 2010) and theoretical framework of MI theory (Gardner 1983, 1999) Data analysis will provide information on whether they share the same proportions for all intelligences in MIs and to what extent MIs represent

2.7 Conceptual framework

The activities described in the fifth grade English textbook are very diverse, thus it is important to adapt and combine theoretical frameworks to identify intelligence types in activities and to test their frequency of occurrence in textbooks This study analyzes the textbook activities based on the checklist created by Ebadi and Beigzadeh (2016) Ebadi

and Beigzadeh (2016) reviewed the literature (Botelho, 2003; Estaji & Nafisi, 2014;

Ibragimova, 2011; Kirgoz, 2010), the initial version of the MI checklist was modified and created It was changed following consultation with two lecturers who specialize in applied linguistics; i.e., The checklist now includes an additional section called "example activities." The researchers also translated the checklist into Persian, which the same specialists assessed to ensure accuracy and suitability After that, the MI checklist was used to examine MI theory in Farsi Biyamuzim 1, 2, and 3 textbooks To discover embedded intelligences, 10 units from each textbook were evaluated The essential step was to determine what type or types of intelligences that activity addressed in order to select the suitable intelligence in each activity This study will examine carefully the different types of intelligence in Family and Friends 5 Special edition textbook The classification of activity types given by Ebadi and Beigzadeh (2016) will be used as a guide to investigate the intelligence types of MIs in textbook activities A checklist is utilized in the categorization of intelligences in accordance with the activity description

Multiple intelligences theory in the

English textbooks

Intelligence Types

Howard Gardner (1997)

Visual/spatial: to identify

shapes, colors, and forms; to depict visual concepts graphically

Verbal/linguistic: to

successfully communicate

verbally and in writing

Logical/ mathematical:

efficient use of numbers, the

ability to recognize abstract

patterns, problem-solving

skills

Musical: to be sensitive to

pitches, tones, and rhythms;

to identify musical patterns

2.8 Summary

To sum up, this literature review supplies the theoretical background for the study, which will be the underpinning for the rationale of the study and research questions It is expected that the results will contribute to the theory and practice as regards the presenting and balancing purposefully MI theory in the English textbooks and its impact

on students and teachers

CHAPTER 3 RESEARCH METHODOLOGY 3.1 Introduction

This chapter outlines the research methodology of this study to gain the objectives proposed in Chapter 1 and answer the following research questions

1 What types of intelligences are represented the fifth grade English textbook?

2 To what extent does the fifth grade English textbook represent the MI theory? The first section of the chapter begins with research design Then, description of the research material is provided in detailed The third section introduces the research instrument which is used in this study The subsequent sections include the procedures for data collection and analysis The chapter is concluded by discussing the issues of validity and reliability

3.2 Research design

The study was a document analysis to examine the representation of MI in the fifth grade English textbook published in Vietnam Document analysis is defined by Bowen (2009,

p 27) as “a systematic procedure for reviewing or evaluating documents—both printed

and electronic (computer-based and Internet-transmitted) material” He also demonstrated how discovering, choosing, appraising (making meaning of), and synthesizing data from documents are all parts of the analysis process The document contains text and images that have been listed with the intervention of the researcher In order to analyze textbook, a MI checklist is used to evaluate the representation of MI in the textbooks TheMI checklist designed by Ebadi and Beigzadeh (2016) was applied withgreat care to evaluate the representation of multiple intelligences theory in the fifth grade English textbook Researchers developed this MI checklist based on a literature survey (Botelho, 2003; Estaji & Nafisi, 2014; Kirgoz, 2010) and the theoretical underpinnings of MI theory (Gardner 1983, 1999) Nonetheless, it should be noted that

some of the activities can be attributed to more than one intelligence For example, consider the following: “Listen to the story and repeat Act.”

This exercise can be viewed as an example of both Verbal and Bodily/Kinesthetic intelligence As a result, the frequency with which such actions occur for various intelligences would be counted

3.3 Research materials

According to General education program, English program (Promulgated together with Circular No 32/2018/TT-BGDDT dated December 26, 2018 of the Minister of Education and Training), the primary goal of the General Education Program in English

is to assist students in forming and developing their ability to communicate effectively through the development of their listening, speaking, reading, and writing abilities as well as their knowledge of the English language (phonetics, vocabulary, grammar) The Communication skills and language knowledge are built on the basis of specific communicative competence units in thematic areas and topics appropriate to the needs and abilities of high school students in order to assist them in meeting the requirements outlined in the curriculum These communicative competence units are found in thematic areas and topics appropriate to the needs and abilities of high school students The 6-level foreign language competency framework for Vietnam (issued according to the Circular No 01/2014/TT-BGDDT dated January 24, 2014) was developed by the Minister of Education and Training More specifically, students who graduated from primary school achieved Level 1 in the Common European Framework of Reference (CEFR) or Level 3 of the Vietnamese Foreign Language Competence Framework for Languages The content analysis study sample comprises all units of the fifth grade English textbook, which is taught Grade 5 (Aged 10) in schools of the Vietnamese Ministry of Education throughout the educational year 2022 – 2023 This textbook is Family and friends 5 (Special Edition)

The investigation is confined to an examination of the Student Book It is governed in terms of both content and time allocation Family and Friends 5 Special Edition is the result of a combination of compilation between Vietnam Education Publishing House and Oxford University Press with content adjustments to ensure it is appropriate to the culture and capacity of the Vietnamese students and published in 2015 This is an English textbook widely used in primary schools, Family and Friends 5 Special Edition is trusted by the Ministry of Education and Training in the program to improve English in education, especially in primary schools

curriculum-According to Vietnam Education Publishing House, Family and Friends 5 Special Edition textbook guides students to explore and hone their English skills through topics such as school, clothing, weather, food, etc It encourages students to build confidence when applying four skills: Listening, Speaking, Reading, and Writing in communication The content of Family and Friends Special Edition grade 5 textbook focuses and emphasizes the combination of visual training activities and methods of developing Listening, Speaking, Reading and Writing skills to help children acquire effective knowledge This textbook combines various forms of practicing such as: completing sentences, choosing the correct answer, connecting related answers, etc out content related to the lesson, while consolidating and mastering essential grammar knowledge

In addition, Family and Friends 5 Special Edition textbook facilitates teachers to organize teaching in a scientific way by providing online and face-to-face teaching support resources, including: lesson plan, audio files, program distribution, extended documentation, materials used in class such as: flashcards, phonics cards, posters and structure of the series

There are 13 teaching units, review units and 4 topics of extensive reading (See Table 3.2) Each unit has one specific topic with six parts (See Table 3.1) After each of the three topics, there will be a review section that summarizes the focus of knowledge to prepare students for testing and assessment and an extensive reading

Table 3.1: The structure of one unit of the textbook

Lesson 2 Grammar

Introduce basic grammar structures vividly, starting with Listening activity and ending with Writing practice

Lesson 3 Grammar and song The songs have a cheerful sound that inspires

students to easily absorb new knowledge

Lesson 4 Phonics Practice exercises help students distinguish

as well as pronounce correctly

Lesson 5 Skill: Reading

Short paragraphs and poems with content closely related to the topic of the lesson, help students better understand how to apply the knowledge they have learned in real-life contexts

Lesson 6 Skills: Listening,

Speaking and Writing

Table 3.2: The topic of each unit in the textbook

numbers Family and Friends 5 ( Special edition)

11 Somethingnew towatch! 80-85

3.4 Data collection procedures

The data was collected directly from textbook activities to analyze the frequency of occurrences of each intelligence in textbook activities in this study, which used document analysis " Documents contain text (words) and images that have been recorded without a researcher’s intervention" (Bowen, 2009, p.27) This study used Ebadi and Beigzadeh's (2016) MI checklist, which was developed based on a review of literature (Botelho, 2003; Estaji & Nafisi, 2014; Ibragimova, 2011; Kirgoz, 2010) and the theoretical framework of MI theory (Gardner 1983, 1999) (See Appendix) In other words, this checklist functions as a coding system for better classifying and assessing

MI theory-based textbook material VL stands for Verbal/Linguistic intelligence, LM stands for Logical/Mathematical intelligence, SV stands for Spatial/Visual intelligence,

BK stands for Bodily/Kinesthetic intelligence, M stands for Musical intelligence, IR stands for Interpersonal intelligence, IA stands for Intrapersonal intelligence, and N stands for Naturalist intelligence

3.5 Data analysis procedures

Firstly, theoretical background of MI theory was reviewed and adapted the checklist as the theoretical frameworks for content analysis in the study MI checklist is introduced

by Ebadi and Beigzadeh (2016)

Secondly, all of the activities that are contained within the 13 units of the textbook are thoroughly analyzed so that embedded intelligences can be identified The primary procedure for identifying the proper intelligence in each activity is to determine which type or kinds of intelligences were being addressed by that activity Thirdly, the activities were examined after recording type of intelligence in the textbook Then, they were coded with types of intelligence A coding scheme was used to organize and analyze systematically the data In order to carry out this analysis and provide a response to the first research question, the material was analyzed in accordance with the instructions provided in Table 3.3

Table 3 3: Methods of analysis

VL

following activities:

Sing, chant, explaining sound

differentiation, reciting poetry,

playing musical instruments