Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN HIỀN THANH NON-ENGLISH MAJORS’ MULTIPLE INTELLIGENCES: A STUDY AT QUY NHON UNIVERSITY Field: Theory and Methodology
Verbal/Linguistic Intelligence
The first Multiple Intelligences type identified is Verbal/Linguistic, which is about one’s language abilities encompassing reading, writing, listening, and speaking.
Verbal/Linguistic Intelligence Descriptive Analysis
No Statement N Min Max Mean
1 I enjoy playing with words like Crosswords,
2 I enjoy reading all kinds of materials (e.g.: books, newspapers, magazines, etc.)
3 It is easy for me to explain my ideas to others.
4 Writing is a natural way for me to express myself.
English or social studies were easier for me than science studies such as mathematics, physics, and chemistry.
As seen from Table 4.2, the mean scores for the items referring to verbal/linguistic intelligence were generally moderate, ranging from 3.11 to 3.58,indicating that students acknowledged possessing verbal/linguistic aptitude.Comparatively, statement 1, which regards the participants' enjoyment of wordplay activities such as crosswords and anagrams, received the highest average score (M 3.58, SD = 952), while the lowest score could be seen in statement 4, relating to the participant’s propensity towards writing as a means of self-expression (M = 3.06,
Particularly, the second statement explores the pleasure of reading various materials (M = 3.42, SD = 0.880) The third statement focuses on the ease with which participants can express their ideas to others (M = 3.24, SD = 992) Lastly, the fifth statement compares participants' academic performance in English or social studies to that in science subjects such as mathematics, physics, and chemistry (M 3.11, SD = 1.008).
Overall, the findings suggest that the participants show a stronger preference for activities, reading, and writing involving words as stated in Items 1 and 2.Additionally, they demonstrate a moderate ease in expressing their ideas and a slight preference for English or social studies within an academic context compared to science subjects.
Logical-Mathematical Intelligence
The second Multiple Intelligences type identified is Logical-Mathematical, which indicates participants’ capacity to solve problems, use numbers effectively, understand cause and effect relationships, and recognize patterns.
Logical-Mathematical Intelligence Descriptive Analysis
No Statement N Min Max Mean
6 At school, I was good at science studies such as
7 I can work with and solve complex problems.
8 I can complete calculations quickly in my head.
9 I believe that almost everything has a logical explanation.
10 I am good at games and problem-solving, which require logical thinking.
It can be seen from Table 4.2 that the mean scores among Items 5 - 10 witnessed a considerable gap, ranging from 2.83 to 3.44 Comparatively, statement 9, which reflects a belief in logical explanations for phenomena, received the highest average score (M = 3.44, SD = 892), while the lowest score could be seen in statement 10, which relates to logical thinking required for games and problem-solving activities (M = 2.83, SD = 897).
In particular, the statement " At school, I was good at science studies such as Mathematics, Physics or Chemistry" received a mean score of 2.93, revealing participants’ fair attitude towards proficiency in science studies Statement 7," I can work with and solve complex problems", with M = 3.14, SD = 793, indicates that participants generally expressed a moderate ability to handle and solve complex problems In view of the statement" I can complete calculations quickly in my head"
(M = 3.07, SD = 880), it suggests that participants exhibited a relatively higher proficiency in mental calculations.
In summary, the analysis reveals that the participants generally exhibited moderate to relatively high levels of logical-mathematical intelligence, with a stronger inclination towards logical explanations and problem-solving abilities.
Visual/Spatial Intelligence
The third Multiple Intelligences type identified is Visual/Spatial Intelligence,which refers to all forms of spatial and graphical knowledge, as well as drawing,painting, visual arts, navigation, and well-developed mental images.
Visual/Spatial Intelligence Descriptive Analysis
No Statement N Min Max Mean
11 At school, geometry and other subjects involving spatial perception were easier for me than solving equations.
12 I can easily imagine how a landscape looks from a bird's-eye view.
13 When I read, I form pictures or visual images in my mind.
14 I am good at reading maps, atlases and blueprints.
15 I prefer to read materials with many illustrations.
In light of Visual/Spatial Intelligence, the results obtained from the questionnaire are presented in Table 4.4 Overall, most of the mean scores for these items above were high (from 3.63 to 4.41), which implies that many respondents agreed that they can correspond to spatial information graphically and have well-developed mental images Comparatively, participants expressed the strongest preference for Statement 13, indicating participants' tendency to form visual images or pictures in their minds while reading (M = 4.41, SD = 097) Statement 11, on the other hand, received the lowest average score, indicating that participants found geometry and spatial perception somewhat easier than solving equations (M = 3.63,
Particularly, statement 12, with M = 3.74, SD = 930, indicates that respondents agreed that they possess the ability to mentally visualize landscapes from a bird's-eye view In terms of participants' proficiency in reading maps, atlases, and blueprints,participants displayed a high level of competence in interpreting and understanding visual representations of spatial information (M = 3.84, SD = 919) Statement 15 examines participants' preference for reading materials with many illustrations (M 4.38, SD = 737) The result can be interpreted as the majority of participants showing their favor of reading materials that contain abundant visual illustrations.
In conclusion, participants displayed a high level of agreement in areas such as reading materials with abundant visual illustrations, reading maps and blueprints,and forming visual images while reading.
Body-Kinesthetic Intelligence
The fourth Multiple Intelligences type identified is Body-Kinesthetic Intelligence, which is related to expertise in using one’s whole body to express ideas and feelings and facility in using one’s hands to produce or transform things.
Body-Kinesthetic Intelligence Descriptive Analysis
16 I enjoy making things with my hands.
17 I am good at showing someone how to do something in practice.
18 I need to touch things to learn more about them.
19 I enjoy outdoor games and sports.
20 Sitting still for long periods of time is difficult for me.
Table 4.4 presents findings of Body-Kinesthetic Intelligence based on responses from the MI questionnaire It is evident from the table that there was a high level of Body-Kinesthetic Intelligence presence among first-year non-English majors’ MI profiles, with the mean scores ranging from 3.48 to 4.15 Comparatively,statement 19, which investigates participants' enjoyment of outdoor games and sports, received the highest average score (M = 4.15, SD = 1.071), while the lowest score could be seen in statement 17, assessing participants' proficiency in demonstrating and teaching practical skills to others (M = 3.48, SD = 961).
In particular, many students agreed with the statement“I enjoy making things with my hands.”, whichinvestigates the enjoyment of activities using their hands and crafting (M = 3.81, SD = 972) Furthermore, the findings for the statement “I need to touch things to learn more about them.” indicated that participants have the inclination to learn through tactile experiences and the need to physically interact with objects (M = 3.87, SD = 955) Besides, students expressed their agreement with the statement“Sitting still for long periods of time is difficult for me”, revealing participants' difficulty in remaining seated for extended periods of time (M = 3.92,
In conclusion, respondents reported a high level of enjoyment in outdoor games and sports, a preference for tactile learning as well as for movement over extended periods of sedentary behavior Moreover, participants expressed a lower level of proficiency in demonstrating practical skills.
Musical Intelligence
The fifth Multiple Intelligences type identified is Musical Intelligence, including the ability to recognize composition and performance in rhythm, pitch, melody, and music.
No Statement N Min Maxi Mean
21 After hearing a tune once or twice
I am able to sing or whistle it quite accurately.
22 When listening to music, I am able to pick out individual instruments and recognize melodies.
23 I enjoy many kinds of music 203 1 5 4.16 943
24 I notice when a musical note is out of tune.
25 I’ve always been interested in playing an instrument.
Table 4.5 delves into the results attained from the MI questionnaire regarding Musical Intelligence Overall, the mean scores of items 21 - 25 implied a relatively high presence of this intelligence among respondents (ranging from 3.28 to 4.16). When comparing the statements, participants reported the highest average score for Statement 23, indicating a strong enjoyment of various music genres (M = 4.16, SD
= 943) Statement 22, on the other hand, received the lowest average score, suggesting a moderate level of ability in identifying individual instruments and recognizing melodies while listening to music (M = 3.28, SD = 1.016).
In particular, many students agreed with statement 21 that they can accurately recall and reproduce a tune after hearing it a few times (M = 3.85, SD = 922). Furthermore, the findings for statement 24 suggested that students were sensitive in recognizing and identifying when a musical note is off-key or not in tune (M = 3.79,
SD = 1.018) Besides, respondents were in agreement with the view that they long-standing interest in playing a musical instrument (M = 3.69, SD = 1.052).
In summary, participants displayed a high level of enjoyment in listening to diverse genres of music and proficiency in accurately recalling and reproducing tunes, Moreover, participants expressed a neutral level of capability to distinguish and identify specific musical instruments as well as discern melodies.
Interpersonal Intelligence
The sixth Multiple Intelligences type identified is Interpersonal Intelligence,which is related to one’s ability to effectively recognize and respond to other people’s beliefs, impulses, perceptions, and actions.
No Statement N Min Max Mean Std.
26 Even in strange company, I can easily find someone to talk to.
27 When I have a problem, I prefer to look for a person to help me, instead of trying to solve it myself.
28 I get along easily with different types of people.
29 I pay attention to social issues and causes.
30 I prefer team sports such as shuttlecock, tennis, volleyball or baseball to individual sports such as swimming or running.
Table 4.7 illustrates results related to the representative of Interpersonal Intelligence among students’ MI profiles It is noticeable that participants reported the highest mean score for statement 30 (M = 3.81, SD = 1.006), indicating a relatively strong preference for team sports Statement 27 received the lowest mean score of 3.34, suggesting a slightly weaker preference for seeking help from others when faced with problems.
In particular, many students agreed with statement 26 that they felt moderately capable of finding someone to talk to even in unfamiliar social settings (M = 3.67,
SD = 1.082) Furthermore, according to the results of item 28, respondents were at ease in establishing positive relationships with individuals from diverse backgrounds(M = 3.51, SD =.940) In addition, the results of statement 29 can be interpreted as participants displaying a notable level of attentiveness towards social issues and causes (M = 3.69, SD = 823).
In summary, while respondents perceive their interpersonal skills to be moderately high, they feel most confident in their ability to work in groups and teams, and less assured about relying on others for help with personal problems.Seeking help with problems appears to be viewed as the weakest interpersonal skill among those measured.
Intrapersonal Intelligence
The seventh Multiple Intelligences type identified is Intrapersonal Intelligence, referring to the ability to identify one’s feelings, fears, and motivations.
No Statement N Min Max Mean
31 I am able to analyze my own motives and ways of action.
32 I often think about my own feelings and sentiments and seek reasons for them.
33 I regularly spend time reflecting on the important issues of life.
34 Working alone can be just as productive as working in a group.
35 I have a realistic view of my strengths and weaknesses
(based on data from other sources/people).
Table 4.8 presents the results concerning participants’ Intrapersonal Intelligence type Overall, the findings indicate a high level of Intrapersonal Intelligence among respondents, as evidenced by the significant scores ranging from 3.91 to 4.46 across all five items Statement 33 stood out with the highest mean score of 4.26, implying that participants spent a significant amount of time reflecting on important life issues The lowest score could be seen in statement 34, suggesting that participants held a slightly less favorable view regarding the productivity of working alone compared to working in a group (M = 3.91, SD = 912).
Particularly, many students showed their agreement with statement 31, indicating that they have a relatively high ability to analyze their own motives and ways of action (M = 4.15, SD = 892) Statement 32 also shows a relatively high mean score of 4.27, signifying respondents frequently engaged in self-reflection, specifically focusing on their own feelings and sentiments, and seeking reasons for them Besides, according to the results of Item 35, students reported having a realistic view of their strengths and weaknesses and considering external feedback when evaluating their own abilities (M = 4.05, SD = 782).
In conclusion, the findings reveal that participants spent significant time reflecting on important life issues and frequently contemplating their own feelings and sentiments They also demonstrated a realistic view of their strengths and weaknesses based on external feedback However, participants had a slightly less favorable perception of the productivity of working alone compared to working in a group.
Naturalistic Intelligence
The last Multiple Intelligences type identified is Naturalistic Intelligence,which is identified as expertise in the recognition and classification of the numerous species - the flora and the fauna - of an individual's environment.
36 I like to study subjects related to nature (for example: botany, zoology).
(environmental) issues are important to me.
38 I find it easy to see the differences between different types of trees, dogs, birds or other types of fauna and flora.
39 Hiking and camping are enjoyable activities.
40 Animals are important in my life.
Table 4.9 delves into the results attained from the MI questionnaire regarding Naturalistic Intelligence Overall, the average scores of items 36 to 40 suggest a moderate presence of this intelligence among the respondents, with scores ranging from 3.22 to 3.76 When comparing the statements, participants reported the highest average score for Statement 39, displaying enjoyment in activities like hiking and camping (M = 3.76, SD = 1.157) Statement 37, on the other hand, received the lowest average score, suggesting a moderate level of participants finding ecological or environmental issues to be important (M = 3.22, SD = 1.088).
In particular, many students agreed with statement 36 that they have an interest in studying subjects related to nature, such as botany and zoology (M = 3.51, SD 1.100) Furthermore, the findings for statement 38 suggested that there is a slightly low aptitude for recognizing and differentiating natural species (M = 3.35, SD 1.102) Besides, respondents agreed with the view that they consider animals to play an important role in their lives (M = 3.59, SD = 1.117).
Taken as a whole, the data from Table 4.9 showed that many respondents find hiking and camping to be enjoyable activities and consider animals to be important in their lives They also demonstrate a moderate interest in recognizing and differentiating various natural elements and show a slightly lower aptitude for studying subjects related to nature.
4.1.2 Differences in multiple intelligences between male and female groups
The descriptive quantitative data findings highlighted the discrepancies in the distribution of Multiple Intelligences (MI) between the two gender groups The results of data analysis and interpretation across eight intelligence domains are shown in Table 4.10 below.
Gender Representation Regarding Students’ MI
The findings presented in Table 4.10 give an in-depth understanding of the gender disparities in eight distinct intelligences among male and female students To explore any possible difference between students' Multiple Intelligences (MI) profiles and their gender, an independent samples t-test was employed In this analysis, the significance level (p-value) was set at 0.05 to determine whether there were statistically significant differences between the groups A p-value of less than 0.05 indicates a significant difference between dependent variables and independent variables, while a p-value greater than 0.05 suggests no significant difference.
What stands out from the results is that female students exhibited higher levels of Linguistic Intelligence, Musical Intelligence, and Intrapersonal Intelligence in comparison to their male counterparts Seeing that the p-value for all three intelligences was 003, 002, and 004 respectively, it can be interpreted that there was a significant divergence between participants’ MI profiles and their gender.However, the analysis did not reveal any statistically significant differences in mean scores between males and females for Logical-Mathematical Intelligence,Visual/Spatial Intelligence, Bodily-kinesthetic Intelligence, InterpersonalIntelligence, and Naturalistic Intelligence, as their p-values were all greater than 05(Sig = 551, 644, 698, 195, 968 respectively).
4.1.3 Differences in Multiple Intelligences between Age Groups
The descriptive quantitative data findings investigated the possible differences in the distribution of Multiple Intelligences (MI) between the two age groups The results of data analysis and interpretation across eight intelligence domains are shown in Table 4.11 below.
Age Representation Regarding Students’ MI
Type of Intelligence Age N Mean St.
In accordance with the independent sample t-test for differences in students’
MI profiles and their gender, a t-test was carried out to examine if there was any relationship between students’ eight intelligence domains and their age The age range of the participants spanned from 18 to 21 years old, as well as 22 to 25 years old As Table 4.11 shows, there is no statistically significant difference between the two age groups in regard to their MI profiles The p-values associated with the eight domains were all found to be greater than 0.05, indicating a lack of statistical significance Particularly, the results for the different intelligence domains were as follows: Verbal/Linguistic Intelligence (t = -.351, p = 726), Logical-Mathematical Intelligence (t = 1.321, p =.188), Visual/Spatial Intelligence (t =.347, p = 729), Musical Intelligence (t = 121, p = 904), Bodily-kinesthetic Intelligence (t = 006, p
= 995), Interpersonal Intelligence (t = 911, p = 363), Intrapersonal Intelligence (t -3.28, p = 743) and Naturalistic Intelligence (t = -.057, t = 954) Together these results suggest that age does not play a substantial role in influencing the students'
MI profiles across the eight domains.
4.2 MI Profiles of the Textbook “Voices”
In the present study, content analysis was utilized to support answering the second research question:“To what extent do the students’ MI profiles align with the
MI profiles of the textbook Voices?” In this part, identifying MI profiles of the textbook provides the researcher information to compare with MI profiles of students, thereby revealing the alignment level between MI profiles of students and those of the textbook The MI checklist was modified from the menu of MI activities proposed by Botelho (2003) and Ibragimova’s (2011), including criteria for classifying the textbook’s activities in light of MI theory (see Appendix C) The collected data underwent analysis using the SPSS software Considering some principles when identifying intelligence in practices and activities such as type and description (instruction) of each activity, elements accompanied with each activity (i.e pictures) and the skills being practiced in each activity, the number of occurrence (frequency) of each intelligence was counted in units and then summed for the whole textbook.
4.2.1 Content Analysis of Activities in the Textbook “Voices” in Light of MI Theory
This section presents a content analysis of the activities found in the textbook
"Voices" within the Framework of Multiple Intelligences Theory The analysis of activities involving MI theory covered 6 units within the textbook "Voices," which are designated for the English 2 course Several activities exhibited a combination of several intelligences, thereby classified under more than one multiple intelligence type The findings of this study are presented in Table 4.12 below.
A Sample of an MI Analysis of the Textbook Voices
Subtitle Page No Samples of the activities or tasks Skill
Warm-up 59 1.Work in pairs Discuss the questions.
1 Look at the photo What is special about the house?
2 Would you like to stay somewhere like this? Why? / Why not?
3 Do you know any other interesting homes like this?
LinguisticVisualLogicalInterpersonalIntrapersonal
2 Watch the video Answer the questions.
1 Which two countries does Alexis think of as home? Why?
2 Which two countries does Ellie think of as home? Why?
3.Make connections Discuss the questions.
1 Where do you think of as home?
2 What makes a place feel like home to you?
3 Is there anywhere that you think of as a second home?
5A - A tidy house makes a calm home
60 1 Work in pairs Do you think of yourself as a tidy person? Do you fold your clothes carefully, as in the photo?
2 Quickly read the review of a TV program about Marie Kondo on page 51 What is the program about? Did the review like the show?
3 Look at the Reading skill box Work in pairs Find a word in the review that you don't know and discuss what it might mean using the words around it to help.
4 Read the review again, then match these words with the definitions One definition has two answers What helped you work out the meaning?
5 Tick the way Marie Kondo helps people tidy.
6 Look at the Critical thinking skill box and read questions from one to three Then underline the information in the review that tells you the answer.
7 Work in pairs Discuss the questions.
1 What is your opinion of Marie Kondo’s advice?
2 Have you read her books or watched her programme? If not, do you want to now?
3 Does the review make you want to tidy up?
4 Do you have any tidying tips?
What is your opinion? Which do you believe more? Why?
5B - If you are in town, call me!
62 1 Work in pairs Look at the photo of Seoul Discuss the questions.
1 What can you say about the city from looking at this photo?
2 What would be your perfect place to live?
3 Why would you like to move to another place? Why or why not?
LinguisticVisualLogicalInterpersonalIntrapersonal
2 Read the email Answer the questions.
1 Why does Stella write to
2 How does Stella feel about living in Seoul?
3 Read the email from Stella again.
What does Stella say about each topic?
63 4 Read the grammar box Complete the sentence.
5 Complete the conditional sentences with the correct form of the verbs.
6 Listen to the conversation Why is Goran excited?
7 Listen again Match the sentence halves.
9 Correct the mistakes in the first conditional sentences.
10 Work in pairs What is the difference in meaning between the options in the sentences?
11 Look at the Clear Voice Box.
Listen to the example Notice the difference between I and I’ll
12 Listen to four sentences In which sentences can you hear ‘ll?
Listen again and write the sentences
13 Complete the sentences so that they are true for you Use conditionals Then discuss in pairs.
5C - That was the weirdest place!
64 1 When you are away from home, what kind of accommodation do you like or dislike staying in?
2 Rewrite the paragraph by replacing the regular adjectives with these extreme adjectives How does this change the paragraph? Listen and check.
3 Write five sentences to describe a place you have stayed or visited using extreme adjectives from exercise 2 Work in pairs and discuss your experiences.
4 Look at the Listening skill box Listen to Alexis Chappuis and Ellie de Castro Write Alexis (A) or Ellie (E) next to where they stayed (1-4).
5 Listen again Select the best summary A or B of the key points.
6 Read the Grammar box Look at sentences 1 and 2 below Which is a comparative (C) or which is a superlative (S)?
65 7 Complete the sentences using a comparative or a simulative Use less/least or more/most and add the or than where necessary
8 Work in pairs Make your own questions using the adjectives in exercise 7 Ask and answer the questions.
9 Look at the Clear voice box.
10 Listen to the words Underline the word you hear.
11 Listen and repeat the words Linguistic
12 Work in groups to plan a trip to
Ho Chi Minh City, Vietnam Look at the adverts for holiday accommodation Choose where you want to stay and persuade the others in the group why it is the best Use comparative and superlatives.
66 1 Read the welcome signs from different countries Do you know where they come from? What phrases do people use to welcome guests to their home in your language? How do they translate into English?
2 Work in pairs Answer the questions
1 What makes you feel welcome when you stay somewhere?
2 What do you try to do to be a good guess?
3 Do you have any memorable experiences of being a guest in someone’s home?
3 Listen to two conversations between a guest and a host What might the host be upset?
4.Work in pairs Have you had similar experiences? What do you think the host and guests could do differently?
5 Watch the video about being a good guest What general advice does it suggest?
6 Watch again Which advice from one to seven does the video give?
7 Look at the committee communication skill box and situations 1 and 2 on page 67 What could Soheila and Anzo do differently?
The data from Table 4.12 was obtained from content analysis using the MI activities checklist, revealing the MI types identified in each activity in Unit 5/VoicesTextbook (refer to Appendix D for Units 6, 7, 8, 9, and 10) Unit 5 consisted of a total of 57 activities, encompassing various language skills, including Reading, Speaking, Listening, and Writing, as well as other language areas such as Grammar, Vocabulary, and Pronunciation Upon careful examination of the table, it becomes evident that Linguistic Intelligence emerged as the predominant domain among the eight MI types, appearing in all 57 activities Additionally, at least one or two other intelligence types coexisted alongside Linguistic Intelligence in each activity. Furthermore, a multitude of activities showcased the presence of more than three intelligences alongside Linguistic Intelligence In the same vein, most activities analyzed in Units 5 - 10 include an average of three or four intelligences and the activities usually cater to Verbal/Linguistic, Logical-Mathematical, Interpersonal and Intrapersonal intelligences.