Students’ attitudes towards multiple intelligences based activities in reading comprehension a study at a high school in phu yen province

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGUYỄN VIẾT TRÌNH STUDENTS’ ATTITUDES TOWARDS MULTIPLE INTELLIGENCES-BASED ACTIVITIES IN READING COMPREHENSION: A STUDY AT A HI

INTRODUCTION

Rationale

English has emerged as a global language, essential for communication and the exchange of information, culture, technology, and science across various societies Its significance in daily life continues to grow as the demand for effective interaction increases.

Currently, English occupies a substantial portion of the curriculum in schools, yet many students find it challenging and often feel disheartened, despite excelling in other subjects To effectively support these learners, teachers must gain a thorough understanding of each student's unique strengths and weaknesses, allowing them to implement tailored teaching strategies that align with individual abilities.

Reading comprehension skills are crucial for accessing information across academic disciplines and professions (Emery, 2021) However, language learners often face challenges in developing these skills due to inadequate teaching environments that do not facilitate practice To address this issue, it is essential to implement diverse teaching methods, flexible instructional activities, and cater to various learning styles and intelligences, which can significantly enhance English reading comprehension abilities (Emery, 2021).

According to Sukeemok (2012), reading is a crucial skill for everyday life and serves as a fundamental tool for acquiring knowledge across all academic disciplines Proficient readers are more likely to achieve progress and success in their lives.

Every student has a unique learning style, making it essential to incorporate diverse activities that align with their individual strengths Howard Gardner, a Harvard psychologist, introduced the theory of Multiple Intelligences (MI) in 1983, highlighting various intelligences such as linguistic, interpersonal, and artistic abilities This perspective emphasizes that each student processes information and engages in class differently, whether through singing, painting, or reading Gardner's theory reinforces the idea that there are no "stupid" students; rather, everyone possesses distinct strengths and learning methods.

Every student possesses unique intelligence and distinct cognitive abilities Rather than overlooking these differences or assuming that all individuals should think alike, we must focus on providing an education tailored to maximize each person's intellectual potential.

This study explores the application of the Theory of Multiple Intelligences (MI) to enhance reading comprehension skills, aiming to benefit teachers, students, and researchers MI posits that individuals have unique strengths and learning preferences, and by integrating MI-based activities into reading instruction, the research seeks to create a more engaging and personalized learning environment for high school students This approach is designed to boost motivation, interest, and active participation in reading, enabling teachers to engage a wider range of students and foster their linguistic competencies Ultimately, applying the Theory of Multiple Intelligences in English teaching promotes holistic student development and encourages innovative teaching methods, thereby improving educational quality (Loc & Phung, 2021).

The Multiple Intelligence theory empowers teachers to address diverse student needs in English learning by acknowledging their unique strengths In this context, educators transition from traditional teaching roles to become guides, observers, and lesson planners It is essential for teachers to identify each student's talents, adapt to their differences, foster a positive learning environment, and promote self-improvement.

The implementation of Multiple Intelligence theory by teachers significantly enhances the learning experience A study by Hasan and Maluf (1999) in Lebanese kindergartens revealed that this approach not only aids students in comprehending their learning better but also boosts their academic performance Additionally, it fosters greater enthusiasm and active participation in classroom activities This research underscores the potential of Multiple Intelligence theory to make learning more enjoyable for students.

Communicative Language Teaching (CLT) is a popular and effective method for language instruction, but it has limitations compared to MIT In CLT, activities such as group discussions require all students to participate, even those who prefer not to work in groups In contrast, MIT enables teachers to recognize individual student strengths and weaknesses, allowing for more tailored groupings that enhance collaboration This approach fosters more efficient and effective cooperation among students Thamarana (2015) noted that while CLT emphasizes fluency, it often neglects accuracy in grammar and pronunciation.

Students often depend heavily on their teachers due to limited learning resources To foster interest and enhance their intelligence, educators should design activities that engage students and utilize their diverse skills According to language experts, teachers significantly influence students' motivation to learn and their desire for further knowledge (Gorham, 2002).

Many educators continue to rely on outdated methods of rote memorization and word translation, which can hinder effective learning (Mustafa, 2001) As a result, students often become disengaged and struggle to grasp the language, leading to a decreased motivation to learn English.

This research emphasizes the development of reading comprehension skills among high school students, highlighting their critical role in academic success and future opportunities Proficiency in reading comprehension is closely linked to critical thinking, enabling strong readers to make informed decisions, solve problems, and engage in meaningful discussions Furthermore, English reading comprehension is vital for standardized tests, university entrance exams, and career prospects that demand English proficiency Thus, enhancing these skills is essential for high school students in Vietnam.

Suleyman (2012) highlights that many teaching activities in classrooms are uniformly designed for all students, often involving the assignment of a common task that follows a general format.

The Ministry of Education and Training mandates that high schools across provinces and cities adopt a unified curriculum and standardized teaching materials Schools implement their own regulations to ensure that all students adhere to consistent study procedures, including regular assessments such as 15-minute tests, 45-minute tests, mid-term exams, final exams, and graduation exams, promoting uniformity in academic evaluation.

Aim and objectives

This study aims to explore the attitudes of 10th-grade students at a high school in Phu Yen province towards activities based on Multiple Intelligences and their impact on reading comprehension skills.

The study attempts to reach the following objectives:

- To discover the MI profiles of 10th-graders at a High school in Phu Yen province

- To explore the students’ attitudes towards MI-based activities in reading comprehension.

Research questions

With the aims and objectives of the study, we try to find out the answer for the questions:

1 What are the MI profiles of 10th graders at a High school in Phu Yen province?

2 What are students’ attitudes towards Multiple Intelligences-Based activities in reading comprehension lessons?

Scope of the study

This study implemented Multiple Intelligences (MI) activities within a reading comprehension program, utilizing teaching materials and in-class reading exercises to assess the reading comprehension skills of 10th-grade students.

The participants involved in this study are chosen from a tenth-grade class in a high school located in Phu Yen province

In this study, the focus was on investigating the students’ attitudes towards MI-based activities in improving and developing students’ reading comprehension skills.

Significance of the study

By incorporating MI-based activities into the teaching and learning process, the study aims to provide students with a more comprehensive and engaging approach to reading comprehension

This study highlights the importance of recognizing diverse learning styles and strengths among students By incorporating activities that address various intelligences, it accommodates individual differences, enabling students to utilize their unique talents This inclusive method fosters a deeper understanding and application of reading comprehension strategies.

This study aims to enhance the learning experience by utilizing MI-based activities that engage students in diverse tasks tailored to their unique intelligences Such engagement boosts interest and motivation while allowing students to relate the material to their personal experiences This active involvement and personal connection lead to a deeper understanding of English texts.

The study emphasizes the need for a comprehensive evaluation of reading comprehension skills By employing multiple intelligence assessment methods, it seeks to assess students' reading abilities from diverse perspectives, moving beyond conventional metrics that primarily concentrate on language and logical reasoning skills.

Organization of the study

The thesis consists of five chapters:

This chapter will outline the rationale for selecting the research area, aims of the study as well as the objectives, the significance, the scope and the research questions.

LITERATURE REVIEW

Multiple Intelligences Theory

In 1983, Harvard psychologist Howard Gardner challenged the narrow definition of intelligence, proposing seven fundamental intelligences in his book "Frames of Mind" (Gardner, 1993) He later expanded this concept to include an eighth intelligence and contemplated a possible ninth (Gardner, 1999) Gardner's model aimed to broaden the understanding of human potential beyond traditional IQ scores, suggesting that intelligence should be assessed based on an individual's ability to solve problems and create products in rich, naturalistic contexts.

Howard Gardner's Multiple Intelligences theory, introduced in 1983, posits that intelligence is not a singular construct but a collection of diverse types of intelligences According to Gardner, individuals possess different forms of intelligence that they utilize in varying degrees, highlighting the notion that these intelligences are largely independent and can be cultivated over time.

Gardner (2004) posits that intelligence encompasses a variety of abilities rather than a single skill, suggesting that individuals possess different talents that facilitate diverse learning methods He identifies eight distinct types of intelligence: Verbal-linguistic, Logical-mathematical, Visual-spatial, Musical-rhythmic, Bodily-kinesthetic, Interpersonal, Intrapersonal, and Naturalistic.

The theory of Multiple Intelligences revolutionizes education by enhancing our understanding and measurement of intelligence across diverse populations, including students globally Various tests are now available to identify individual strengths in areas such as musical, physical, social, and personal intelligence Recognizing these intelligences fosters confidence, suggesting that selecting a suitable career aligned with one's strengths can significantly increase the likelihood of success.

Barrington (2004) and Emig (1997) suggest that MI can make students more interested and motivated in learning This, in turn, boosts their self- assurance and improves their performance on standardized exams

Campbell (2004) highlights that Gardner's theory significantly impacts language teaching by promoting the use of cognitive and metacognitive strategies, which enhance students' comprehension, attitude, and motivation, ultimately leading to improved language proficiency.

The theory of Multiple Intelligences (MI) identifies eight distinct types of intelligences, each representing different ways individuals process information and learn To enhance these intelligences, Ibragimova (2011) recommends specific activities tailored to foster development in each intelligence type, providing educators with effective strategies to support diverse learning styles.

Verbal-linguistic intelligence encompasses the ability to effectively understand and utilize language, with individuals who possess this skill excelling in reading, writing, speaking, and listening They often find enjoyment in activities such as reading, writing poetry or stories, and engaging in debates To nurture verbal-linguistic skills, activities like note-taking, reading response journals, partner reading, sustained silent reading, storytelling, and debates are beneficial Additional effective practices include tape recording, translating, presenting materials orally, composing poems, myths, legends, short plays, news articles, creating talk show radio programs, conducting interviews, and playing word games.

Logical-mathematical intelligence encompasses abilities in logical reasoning, problem-solving, and mathematical thinking Individuals with this intelligence excel at identifying patterns, establishing connections, and conducting scientific experiments They often engage in activities like puzzles, problem-solving games, and experiments, which enhance their analytical skills and foster a deeper understanding of mathematical concepts.

Mathematical activities encompass a variety of engaging tasks, including crosswords, ordering, matching, categorizing, and classifying They also involve science demonstrations and experiments, along with logic puzzles and games Additionally, story problems that incorporate numbers, logical and sequential presentations of subject matter, summarizing, and analyzing grammar are crucial Finally, solving word problems further enhances mathematical understanding and skills.

Musical intelligence encompasses the ability to understand, create, and appreciate music, characterized by a strong sense of rhythm, melody, and pitch Individuals with high musical intelligence excel in playing instruments, composing music, and analyzing musical patterns Engaging activities for these learners include singing, reciting poetry, writing song lyrics, and using rhythm in intonation They benefit from presentations with musical accompaniment, musical games, emotional responses to music, and utilizing background music for enhanced focus and relaxation.

Bodily-kinesthetic intelligence refers to the ability to control body movements and coordinate physical activities Individuals with this type of intelligence often thrive in sports, dance, acting, and hands-on activities such as crafting and sculpting Effective learning activities for these individuals include role-plays, Total Physical Response, art projects, drama, sports, dance, crafts, and interactive classroom games.

Visual-spatial intelligence refers to the ability to perceive and manipulate visual-spatial information effectively Individuals with high spatial intelligence are adept at visualizing objects, interpreting maps, and solving spatial puzzles, often excelling in fields such as art, architecture, and design Engaging activities for visual-spatial learners include utilizing charts, diagrams, graphic organizers, art projects, puzzles, 3-D models, mind maps, and visual interpretations of photographs and artwork.

Interpersonal intelligence is the ability to effectively understand and interact with others, characterized by strong social skills, empathy, and emotional perception Individuals with high interpersonal intelligence excel in communication, mediation, and building relationships To enhance their learning, activities such as peer teaching, board games, group brainstorming, project work, and intercultural activities are beneficial Engaging in tutoring, cooperative learning, role-playing, and teamwork games also fosters their interpersonal skills, making them more adept at navigating social interactions.

Intrapersonal intelligence is characterized by self-reflection and self-awareness, enabling individuals to understand their emotions, strengths, and weaknesses Those with high intrapersonal intelligence are introspective and value-driven, often engaging in activities such as journaling and meditation Effective learning activities for these individuals include self-evaluation tasks, goal setting, independent study, reflective practices, and metacognitive tasks.

Naturalistic intelligence involves the ability to recognize and categorize elements of the natural world, including plants, animals, and natural phenomena Individuals with high naturalistic intelligence often excel in subjects like biology and ecology and enjoy engaging in nature-related activities Effective activities for naturalistic learners include maintaining observation notebooks, documenting environmental changes, caring for pets or gardens, utilizing binoculars or microscopes, and capturing nature through drawing or photography Additionally, outdoor activities and the use of natural sounds as background music can enhance their learning experience.

Reading Comprehension

The Simple View of Reading, proposed by Gough & Tunmer in 1986, emphasizes the crucial distinction between two key components of reading: word decoding and language comprehension Word decoding involves the skill of reading individual words in isolation, whereas language comprehension relates to our capacity to grasp the meaning of words, sentences, and entire texts.

Reading is a psychological linguistic guessing game where thoughts and language cues interact (Goodman, 1971) Efficient readers draw cues from context and utilize their past experiences to quickly grasp information Comprehension involves creating meaning by merging prior knowledge, the information in the text, and the reader's perspectives (Duke, 2003).

Reading comprehension involves reconstructing, interpreting, and evaluating the intended meaning of written text based on personal life experiences (Page & Pinnell, 1979) Johnston (1983) emphasizes that this complex process engages both conscious and unconscious thought to build a model of the writer's intended meanings Since texts are often not fully explicit, readers must infer much of the meaning, including the intentions behind words, which can only be grasped through their surrounding contexts.

Reading Instruction

Reading instruction in a second language (L2) is often described as an educational approach that integrates strategy instruction into conventional L2 reading courses, tailored to the learners' specific needs (Cohen, 2000)

Reading instruction, as outlined by Pressley (2001), involves five essential components: phoneme awareness, phonics, vocabulary, and comprehension strategies In modern education, there is a heightened focus on teaching skills and strategies that enhance comprehension, emphasizing the importance of understanding content, textual features, rhetorical elements, and cultural context.

Research shows that effective reading instruction significantly enhances L2 reading comprehension and the use of reading strategies, as supported by multiple meta-analyses (Edmonds et al., 2009; Okkinga et al., 2018) According to Okeke (2013), reading instruction must continue beyond mere word decoding, emphasizing the need for ongoing support to improve students' understanding of the texts they engage with.

Reading strategies are intentional activities that engaged learners use to tackle cognitive challenges (Garner, 1987) These strategies involve conscious actions that readers select and regulate to achieve specific goals (Paris, Wasik, & Turner, 1991) Additionally, Carrell, Gajdusek, and Wise (1998) emphasize that such strategies are deliberately employed to help readers manage their actions in pursuit of desired outcomes.

Afflerbach, Pearson, and Paris (2008) emphasize that reading strategies are intentional and goal-oriented approaches that help readers manage and adapt their actions in decoding text, understanding vocabulary, and creating meaning from the material.

Nunan (1999) classified reading strategies into two categories: text level and word level Key actions involved in these strategies include activating background knowledge, making predictions, deriving meaning from context, skimming, scanning, identifying referents, discerning the main idea, locating supporting details, and drawing inferences.

Anderson (1999) observed and categorized reading strategies in a slightly distinct manner He divided them into three categories: cognitive strategies, metacognitive strategies, and compensatory reading strategies

Integrating reading strategies into instruction significantly enhances students' academic reading proficiency by promoting the adoption of strategic reading behaviors (Mokhtari, Reichard & Sheorey, 2008; Pressley et al., 2006).

Pressley (2002) and Guthrie and Humenick (2004) observed a substantial enhancement in students' reading performance when instructional approaches incorporated a comprehensive array of reading strategies, focusing on both cognitive and metacognitive comprehension

Effective reading comprehension teaching, as outlined by Miller and Perkins (1990), follows a four-step approach: demonstration, guided practice, independent practice, and feedback Initially, the teacher demonstrates the reading skill, followed by guided practice where students work through examples with support Once students grasp the basics, they engage in independent practice to apply the skill autonomously Finally, the teacher provides constructive feedback, correcting mistakes and reinforcing learning This structured process enhances reading comprehension through a blend of demonstration, practice, and feedback.

Duke and Pearson (2002) suggest an instructional model which includes the following five components:

1 Explicit description of the comprehension strategy, including when and how it should be used

The teacher introduces a reading strategy to help students grasp the purpose behind their learning By using clear and simple language, the teacher explains the concept of predicting, encouraging students to make educated guesses about upcoming content in the text The teacher advises students to pause every two pages to formulate their predictions, reinforcing the importance of this strategy in enhancing comprehension and engagement while reading.

2 Modeling the strategy in action - both teacher and student modeling

Modeling is an essential teaching strategy where the teacher demonstrates the process while verbalizing their thoughts, known as thinking aloud This involves reading a passage aloud and displaying it for students to see, ensuring they can visually engage with the text By illustrating the reasons, timing, and methods for using the strategy, the teacher provides students with a clear understanding of its application before they attempt it independently For example, the teacher might say, “I am going to make predictions while I read this book, starting with the cover I see a picture of an owl in pajamas carrying a candle, which leads me to predict this will be a make-believe story.” After making predictions based on the cover, the teacher continues, “Now I will open the book and begin reading.”

3 Collaborative use of the strategy in action - teacher and student

In this section, I invite you to join me in making predictions about the unfolding narrative I've successfully forecasted several events in the book thus far, and now it's your turn to pause and consider what might happen next Share your thoughts and reasoning with me, as we explore the possibilities together.

4 Guided practice using the strategy, with gradual release of the responsibility

After demonstrating the strategy, the teacher supports students as they practice, encouraging them to explain the next steps with guidance The teacher also helps students articulate their thoughts while using the strategy It is crucial for students to engage in small group or pair practice before attempting the strategy independently.

5 Independent use of the strategy by the student

The teacher encourages students to independently apply the strategy, whether with the same text or a new one As students engage in this practice, the teacher observes their efforts, providing support as they attempt to implement the strategy on their own.

Reading Instruction Based on Multiple Intelligences Theory

According to Hung and Ngan (2015), reading is a fundamental skill that significantly improves students' vocabulary, fluency, and both oral and written expression, which are essential for mastering a target language Consequently, strong reading abilities are crucial for academic success However, many English as a Foreign Language (EFL) students still face difficulties in understanding their reading materials.

Yao (2006) highlights a significant issue in reading instruction, where students are taught to view reading mainly as a tool for grammar practice This approach typically includes isolated exercises like filling in blanks and decoding textbook passages, often combined with controlled writing tasks Consequently, students' language proficiency and comprehension are limited to understanding individual sentences, and they receive insufficient guidance in effective reading strategies to improve their overall comprehension skills.

Educators must shift from traditional translation methods to more effective reading instruction techniques Implementing an instructional framework based on Multiple Intelligences Theory (MIT) is essential for enhancing reading education Many scholars support incorporating MIT into reading instruction through varied activities that cater to different intelligences, thereby engaging students and utilizing their individual strengths to improve text comprehension.

Developing reading comprehension in second language education can be facilitated by providing carefully structured instruction that engages learners and considers their multiple intelligences

Reading activates various regions of the brain, each linked to different intelligences, as supported by Armstrong (2003), who emphasizes that reading transcends mere language processing This multifaceted approach allows individuals to utilize diverse strategies in their reading acquisition Christison (2001) proposes that lessons using the Multiple Intelligences Theory (MIT) can begin with review activities and predictions about the story, followed by quiet or group reading and discussions about new vocabulary and comprehension Ultimately, students demonstrate their understanding through creative projects, with options such as writing descriptions, drawing maps, creating visuals, crafting dialogues, developing timelines, composing songs, or summarizing the text in their own words.

According to Gardner's research on multiple intelligences, students can effectively highlight their strengths and interests in the classroom Supporting this, Larkin's study (2001) emphasizes that integrating diverse methods—such as reading, writing, speaking, listening, and drama—can significantly improve reading instruction.

The stages of teaching reading comprehension according to Multiple Intelligences, which were taken and adjusted from Lazear (1991), are outlined as follows:

During this stage, the researcher employs exercises or activities aimed at activating the targeted intelligence by engaging sensory experiences, including sight, sound, and touch

Stage II: Amplified the Intelligence

In this phase, the researcher enhances the specific intelligence of students by providing additional activities or exercises that stimulate their prior knowledge and experiences

Stage III: Teach for / with the Intelligence

Teaching reading strategies was followed by Duke and Pearson (2002) Stage IV: Transfer of the Intelligence

Students leverage the intelligence gained from previous stages to successfully complete tasks, primarily engaging in collaborative group work within small teams.

MI-based reading activities

Project-based learning (PBL) effectively meets the needs of English education by integrating real-world challenges that encourage learners to create and solve problems (Moss & Van Duzer, 1998) As noted by Garcia (2016), PBL encompasses a wide variety of tasks across different educational levels, including field studies, applied research, mechanics, and laboratory exercises, thereby enhancing the learning experience through practical application.

The process of Project-based task:

A successful project should reflect the interests and passions of students According to Moss & Van Duzer (1998), teachers can initiate the selection of project topics by conducting a class evaluation at the start of a teaching period to identify key subjects and skills Through ongoing discussions about projects, teachers and students can uncover new relevant topics that enhance the experience of project-based learning.

Step 2: Making Plans and Doing Research

After choosing a topic, students collaborate to outline the project, perform research, and create their final outcomes

Students with limited language skills or teamwork experience may require additional support during projects Implementing pre-project activities that focus on problem-solving techniques, communication skills, and planning strategies can be highly beneficial Furthermore, targeted practice in specific language abilities is essential for successfully completing project-based tasks (Moss & Van Duzer, 1998).

Step 3: Sharing Results with Others

The project's results can be showcased in multiple formats, including oral presentations that complement written reports, which can be delivered in the same class or across different classes within the program.

A poster, as defined by the Cambridge Dictionary, is a large printed image or notice typically used for decoration or advertising According to Chau (2017), posters are designed to engage a human audience, facilitating interactive sessions for questions and sharing research insights They effectively communicate key information In foreign language classes, educational posters serve as valuable visual aids, fulfilling various instructional goals Utilizing posters or images to illustrate vocabulary and concepts enhances learner focus and engagement (Şener & Bostan, 2017).

Posters play a crucial role in boosting student engagement and providing organized practice in English learning contexts, as highlighted by Reilly (2007) Ozmen (1990) emphasizes that creating a poster is an important part of the educational experience Additionally, classroom posters are associated with improved long-term memory retention, making them an effective teaching tool.

Storyboards are visual tools that help illustrate the arrangement, structure, and connections of information, facilitating the conceptualization of ideas and enhancing the visual presentation of content (Varvel & Lindeman, 2005).

Utilizing storyboarding as a post-reading activity offers numerous benefits for students, including improved organizational skills, enhanced time management, and better planning abilities According to Doherty & Coggeshall (2005), this technique allows students to visually organize and conceptualize their ideas before expressing them in writing.

Storyboarding is a visual planning technique utilized in fields such as film, animation, advertising, and education, which aligns with Gardner's multiple intelligences theory This theory posits that intelligence comprises a range of abilities that individuals possess in different measures As a versatile tool, storyboarding accommodates various forms of intelligence, enabling individuals to express and contribute based on their unique strengths within the context of Gardner's framework.

The process of Storyboarding activity:

Provide students with a storyboard template, either from the supplied handout or a custom design, featuring multiple blocks for illustrations Each block should have space beneath for captions, allowing students to express their ideas visually and textually.

Step 2: Students Illustrate Key Concepts

Encourage students to illustrate the main concepts of a narrative after a storytelling session or during independent reading Each illustration should include a concise explanation of the depicted scene, and students may optionally incorporate relevant quotes from the story into their captions.

Encourage students to present their storyboards to peers or in small groups, fostering discussions about the similarities and differences in their work This collaborative dialogue helps clarify key concepts from the text and promotes a deeper analysis of the significance of the ideas represented in their storyboards.

The term "infographic" is a blend of "info" and "graphic," derived from

Infographics are visual tools designed to present data, information, and knowledge clearly and effectively By combining visual elements with brief textual descriptions, infographics enhance understanding and retention, enabling viewers to comprehend complex information more rapidly (Nhan & Yen, 2021).

According to Ferreira (2014), an infographic is a visual depiction that utilizes design elements to illustrate data, serving as a concise means for individuals and organizations to communicate messages to their audience

Infographic-based activities provide a versatile platform for individuals to engage and express themselves using a variety of intelligences, aligning well with Gardner's theory of multiple intelligences

The process of Infographic-based activity:

Step 1: Introduction and Topic Selection

Infographics are visual representations of information that effectively convey complex data in an easily digestible format, making them valuable tools for enhancing understanding and engagement For instance, they can take various forms, such as charts, timelines, or maps, each serving different purposes like summarizing research findings or illustrating processes To create impactful infographics, students should choose a topic that not only captivates their interest but also aligns with their educational goals, ensuring relevance and purpose in their design.

Equip students with essential resources, including books, articles, and websites pertinent to their selected topic Motivate them to collect relevant information and assess its credibility critically Subsequently, assist students in structuring their infographic layout by determining the optimal organization of information and selecting appropriate visuals.

Previous studies

Numerous research studies, both nationally and internationally, have investigated the application of Multiple Intelligences Theory in education This body of work encompasses academic articles, master's theses, and research projects across diverse subjects and fields, highlighting significant contributions to the understanding of this educational approach.

Suleyman (2012) investigated the influence of Multiple Intelligences (MI) on reading instruction among students with similar reading proficiency levels In the study, the control group received traditional reading teaching methods, while the experimental group was instructed according to their individual intelligences during class and homework Through questionnaires, three primary intelligences—Intrapersonal, Logical-mathematical, and Bodily kinesthetic—were identified in the experimental group The results indicated that customizing instruction to align with students' specific intelligences not only enhanced their reading skills but also minimized behavioral issues in the classroom and increased their self-awareness regarding strengths and weaknesses.

A study by Albalhan (2006) investigates the effectiveness of multiple intelligences (MI) approaches on middle school students in Kuwait, focusing on their ability to enhance reading skills linked to academic performance The research involves 210 students facing reading difficulties and reveals significant differences between the experimental group, which utilizes MI-based instruction, and the control group Results show that the experimental group exhibits improved reading skills compared to their counterparts.

In a study by Roohani and Mirzaei (2015), a quantitative research model was utilized to assess the academic achievements and reading comprehension abilities of 40 Computer Science students from four selected high schools The researchers applied four distinct types of intelligences based on Gardner's intelligence framework Additionally, Haley (2004) conducted a related study, further contributing to the understanding of intelligence in educational contexts.

15 foreign language and English as a second languagae (ESL) educators and

A study involving 450 students in grades 8-12 across six states examined the implementation of Multiple Intelligences Theory (MIT) in classroom activities, contrasting it with a control group that utilized traditional, teacher-centered methods focused on rote memorization The findings revealed that both groups improved in oral and written language proficiency; however, students preferred teachers who utilized varied instructional techniques and assessment methods aligned with MIT This supports Acosta's (2000) research, which found that MI-based instruction positively impacted students' attitudes towards learning and their academic performance in English.

In Sukeemok's (2012) M.A thesis, the study aimed to explore how students learn through guided activities focused on problem identification and solving The research meticulously observed and analyzed the learning processes using eight intelligences from MIT, revealing a significant enhancement in students' reading comprehension and interest in learning English The findings confirmed that engaging in activities based on multiple intelligences theory (MI) effectively boosts both reading skills and students' enthusiasm for learning Furthermore, students themselves acknowledged the positive impact of MI-based activities on their reading comprehension and interest in English.

Some studies related to the application of MIT in Viet Nam:

Chau & Truong (2018) conducted a study on the effects of a task-based training program utilizing MIT on the speaking skills of English as a Foreign Language students at Phu Yen University, Vietnam The research involved two groups of thirty first-year students, with the experimental group undergoing a 15-week speaking-training program Results indicated a significant improvement in the students' speaking abilities and increased motivation to learn The study also provided recommendations for future research in this field.

In their 2022 study, Tien and Hanh examined the impact of the Multiple Intelligences Project on university students' motivation to learn English They discovered that four specific intelligences—Intrapersonal, Bodily-Kinesthetic, Musical, and Naturalistic—significantly enhanced students' motivation, with Naturalistic intelligence showing the most substantial effect These findings underscore the importance of Multiple Intelligences theory in educational practices and suggest practical strategies for English teaching, while also advocating for continued research in this field.

Chau (2019) investigated the effects of Multiple Intelligences (MI)-based activities on the speaking skills of EFL students and their perceptions of this approach In a quasi-experimental study involving 60 second-year EFL students, who were randomly assigned to experimental and control groups, a speaking program centered on MI-oriented task-based activities was implemented The research employed a mixed-method approach, incorporating questionnaires, interviews, and pre- and post-tests to assess student progress Results indicated that students had positive evaluations of MI-based activities, noting enhancements in confidence, motivation, engagement, and a deeper understanding of their MI profiles.

In the study "Some Strategies to Teach General English Vocabulary to Intermediate Students: A Case Study at Binh Thuan College," Dung (2023) explored the distribution of multiple intelligences among 35 intermediate students at Binh Thuan College in Vietnam for the 2022-2023 academic year By aligning teaching strategies with these intelligences, the learning experience became enjoyable and comfortable, enhancing students' ability to understand and memorize vocabulary The research highlights the significance of employing diverse and suitable vocabulary teaching strategies to optimize students' vocabulary mastery effectively.

The integration of MI (Multiple Intelligences)-based activities in education has become a well-established practice, supported by various domestic and international research sources Key contributions from scholars such as Suleyman (2012), Albalhan (2006), Roohani and Mirzaei (2017), Haley (2004), Tien & Hanh (2022), and Dung underscore the significance of MI in enhancing teaching and learning methodologies.

(2023), have advocated and implemented teaching methods based on MI theory However, overall, there are still limited studies that primarily concentrate on students' reading comprehension abilities

Numerous studies focus on multiple forms of Multiple Intelligences (MI) activities in language teaching, targeting skills like communication and writing or addressing specific language challenges in English classes However, many of these studies tend to emphasize only three or four specific MI types, neglecting to encompass all eight MI types that can be utilized in the classroom.

This study emphasizes the importance of fostering multiple intelligences in students rather than focusing on a single type By incorporating reading comprehension activities that enhance various intelligences simultaneously, learners can demonstrate their comprehension skills in areas where they excel This method effectively complements traditional English teaching practices in Vietnam.

METHODOLOGY

Research methods

This study aims to investigate EFL students' attitudes towards Multiple Intelligences-based activities in reading comprehension Utilizing a mixed-method approach, as defined by Bergman (2008), the research integrates both qualitative and quantitative analysis This methodology allows for a comprehensive exploration of the relationships and differences between qualitative and quantitative data, as emphasized by Creswell (2013).

The study utilized both quantitative and qualitative methods to explore the types of Multiple Intelligences (MI) in the classroom and assess students' attitudes towards MI-based activities The qualitative approach provided insights into students' perceptions of the connection between MI-based activities and reading comprehension By integrating these methodologies, the researcher was able to effectively describe, analyze, and compare findings, ultimately achieving the established research objectives.

Furthermore, a descriptive analysis was utilized concurrently to examine and interpret the gathered data, providing a comprehensive overview of how

MI-based activities influence reading comprehension in the process of learning the English language.

Research setting

Duy Tan School, situated in Tuy Hoa City, Phu Yen Province, Vietnam, offers a comprehensive English education that includes both the Ministry of Education and Training's curriculum and an International English program The school emphasizes the development of Listening, Speaking, Reading, and Writing skills, alongside effective communication with native speakers This approach aims to empower students to use English confidently while engaging with information and multimedia content in an enjoyable and comprehensible manner, making it a standout choice for prospective students.

For the academic year 2023-2024, Duy Tan School will utilize the "Global Success" English course textbook, specifically designed for English 10 by the Vietnam Education Publishing House to ensure alignment with educational standards.

The General Education Program for English, established by Circular No 32/2018/TT-BGDDT on December 26, 2018, spans from grade 3 to grade 12 and is implemented by the Ministry of Education and Training The English 10 Global Success Student's Book utilizes a communicative approach to enhance students' English communication skills across listening, speaking, reading, and writing, with a focus on sound, vocabulary, and grammar This learner-centered book promotes student engagement and initiative, offering diverse teaching activities that optimize practice and improvement in English communication abilities At Duy Tan School, the official curriculum for the first semester includes Units 1 to 5, with students progressing to subsequent units in the second semester.

6 to 10 in the same textbook.

Research participants

The research population, as defined by Bryman (2008), consists of individuals with shared characteristics who are the main focus of scientific studies In this study, 30 tenth-graders from a high school in Phu Yen province were selected as participants All participants were native Vietnamese speakers and had completed a four-year English language program in secondary school, indicating a baseline level of English proficiency.

Research instruments

This research employs a combination of data collection methods, including two questionnaires for quantitative data and semi-structured interviews for qualitative insights, alongside lesson plans.

Questionnaire 01: Multiple Intelligences Inventory for students

This questionnaire is based on the Gardner Multiple Intelligence Inventory for Adults, as presented in Thomas Armstrong's book, "Multiple Intelligences in the Classroom." It includes a checklist with five items corresponding to each of the eight multiple intelligences.

Identifying an individual's multiple intelligences can be challenging, as tests often fail to capture the full extent of one's abilities (Armstrong, 2009) Howard Gardner emphasizes that standardized assessments reveal only a fraction of a person's potential To gain a deeper understanding of your multiple intelligences, it is essential to reflect on your real-life experiences and performance in various tasks related to each intelligence, rather than relying on artificial assessments Utilizing a Multiple Intelligence inventory can facilitate this self-discovery process.

The questionnaire is a leading global tool for assessing intellectual profiles, known for its simplicity and ease of administration It delivers effective results, allowing researchers to develop authentic and reliable initial intelligence profiles of participating students.

This survey aims to identify the various types of intelligence among class participants Utilizing the results, the researcher has developed and integrated activities tailored to different intelligences, focusing on enhancing their strengths and reinforcing essential intelligences crucial for improving reading comprehension skills, particularly for those currently classified at lower levels.

The MI Inventory used in this study comprised 40 items, reflecting the eight intelligence types outlined in Gardner's Multiple Intelligences theory Participants were asked to rate how accurately each statement described them, using a scoring system where 'Strongly Agree' received 5 points and other responses were scored accordingly.

‘Agree’, 3 points for ‘Not Sure’, 2 points for ‘Disagree’ and 1 point for 'Strongly Disagree'

In this study, Questionnaire 02 was administered to students after they completed the research, focusing on their attitudes towards multiple intelligence (MI)-based activities and their impact on enhancing reading comprehension skills.

The adapted Questionnaire 02, based on Chau Van Don's (2019) original work on speaking skills, highlights the connection between students' speaking abilities and their reading comprehension Research by Maizarah and Sri (2020) indicates that speaking proficiency directly influences reading comprehension, as students learn that words convey specific meanings essential for communication This understanding of the interplay between words and sounds enhances their ability to comprehend reading material Consequently, the second questionnaire was refined under the supervisor's guidance to better align with the research objectives focused on reading comprehension skills.

This questionnaire comprises 25 items categorized into four main topic groups (see Appendix 02), as follows:

- Regarding the students’ awareness on how reading comprehension activities were conducted (5 items)

- Regarding the students’ experiences on how reading comprehension activities were conducted (5 items)

- Regarding the benefits of integrating a diversity of visual aids and classroom activities into the reading comprehension (5 items)

- Regarding the students’ preferred MI activities in their reading lessons (10 items)

An interview, as defined by Kvale (2006), is a formal conversation aimed at professional objectives, encompassing various formats such as journalistic interviews, legal interrogations, academic oral exams, religious confessions, therapeutic dialogues, and qualitative interviews Kvale emphasizes that a qualitative research interview seeks to comprehend the world through the perspectives of the research subjects.

Furthermore, according to Megaldi and Berler (2020), the semi-structured interview, despite offering predetermined topics before the interview, allows researchers to delve deeply into discovery

Among the interview types outlined by Wallace (1998) - "structured,"

"unstructured," and "semi-structured" - "semi-structured interviews" involve open-ended questions, comments, and follow-up questions, all aimed at eliciting detailed responses from participants

The set of 4 questions can be seen as follows:

1 Do you think it's a good idea to use different MI-Based activities in class to get better at understanding what you read? Tell me what you think

2 What type of intelligence do you think is most important for getting better at understanding what you read?

3 What type of intelligence do you use to participate in the reading lessons?

4 What's the hardest part for you when it comes to doing activities that use different intelligences to get better at understanding what you read? How do you deal with it?

Data collection

The researcher begins the data collection process by reaching out to the High School's Headmaster to explain the study's purpose and seek permission to conduct the research.

Questionnaire 01: Multiple Intelligences Inventory for students

Prior to distributing the final questionnaire, a pilot study utilizing quantitative data was conducted, which included the adaptation of questionnaires reviewed by an experienced supervisor After confirming the suitability of the 40 MI items, the researcher explained the data collection process to both the instructor and students The questionnaire was then administered to 30 students during a class break, with detailed instructions provided on how to complete it To ensure accurate responses, the instructor explained the content in both English and Vietnamese, encouraging students to ask for clarification on any confusing terms Finally, all 30 completed questionnaires were collected and returned to the researcher.

According to Taherdoost (2016), questionnaires are a widely used tool for data collection in social science research, aimed at gathering relevant information reliably and validly In a recent study, 30 students were given Questionnaire 02 a few days in advance to allow for thorough reading and thoughtful responses During break time, students received careful guidance to enhance their understanding and ensure accurate answers, thereby increasing the reliability of the data collected.

Questionnaire 02 utilizes a 5-point Likert scale, assigning 5 points for Strongly Agree, 4 for Agree, 3 for Neutral, 2 for Disagree, and 1 for Strongly Disagree Likert-scale questionnaires are widely recognized for evaluating emotional factors such as motivation and self-confidence due to their effectiveness in gathering large volumes of data, making them a favored choice among researchers (Nemoto & Beglar, 2014).

The semi-structured interview is an exploratory method commonly used in social sciences research, as described by Magaldi and Berler (2020) This interview format follows a guiding framework centered on a primary topic, enabling researchers to explore various dimensions of the subject While it maintains a predetermined direction, it also provides the flexibility for in-depth discovery and insights.

The one-on-one interviews were conducted in quiet and private locations selected by each participant, lasting approximately 15 minutes or more With only the researcher and the participant present, the informal atmosphere resembled a casual conversation, allowing interviewees to openly express their thoughts and feelings about a specific event.

Students voluntarily participated in individual interviews after completing a second questionnaire for qualitative data collection Five students from the class agreed to share their insights, responding to the researcher's questions regarding the project The researcher subsequently summarized their responses in a written description.

Interviews provide valuable insights that can validate participants' positive feedback and identify potential challenges in integrating MI-based activities Conducted in Vietnamese, these interviews allowed participants to express themselves comfortably through open-ended questions All sessions were recorded, and the resulting data was analyzed alongside questionnaire and evaluation form results To ensure accuracy and reliability, the researcher translated the interview data into English, which was subsequently verified by the supervisor to maintain the original meaning.

Data analysis

The questionnaire responses were categorized and analyzed quantitatively using SPSS Version 25 The researcher aimed to identify various types of intelligences among participants and assess students' attitudes towards MI-based activities by examining average scores and standard deviations from the questionnaire responses Descriptive analysis was performed to summarize the dataset, offering insights into the distribution and variability of the data.

The qualitative data analysis of the semi-structured interviews involved multiple steps, starting with the researcher thoroughly reading the transcripts to understand the content This led to the categorization of the data into distinct groups, followed by coding and organizing it into broader themes Ultimately, the researcher analyzed these categories to uncover relationships and connections within the data.

Research procedure

During the second semester of the academic years 2023 - 2024, a class underwent implementation of MI-based activities to enhance reading comprehension skills The implementation progressed as follows:

Step 1: During the initial week, students were given an inventory aimed at uncovering their profile of multiple intelligences for Questionnaire 01

Step 2: Based on the intelligence profiles of the students, lesson plans for each reading comprehension lesson were prepared and implemented into the teaching process (see Appendix 4) Students were taught reading lessons for 6 weeks using Multiple Intelligences-based activities The four stages for teaching a reading comprehension lesson, which integrated MI-based activities, were taken and adapted from Lazear (1991), as mentioned above

In the third stage of teaching, known as "Teach for/with the Intelligence," reading strategies are guided by the principles established by Duke and Pearson (2002) A well-structured lesson plan acts as a roadmap for educators, detailing the learning objectives for students and the effective instructional methods to meet these goals within the designated class period (Malkova, 2011).

The stages are outlined as follows:

Stage II: Amplified the Intelligence

Stage III: Teach for / with the Intelligence

Teaching reading strategies was followed by Duke and Pearson (2002) Stage IV: Transfer of the Intelligence

Step 3: All participants did the Questionnaire 02 At the seventh week, the researcher administered a second questionnaire to solicit feedback from students regarding the various activities designed for teaching reading

Step 4: Students were interviewed regarding their views on the integration of Multiple Intelligences-based activities for teaching reading

Step 5: Students’ attitudes towards MI-based activities on Reading Comprehension skills was analyzed.

Research reliability and validity

To ensure the reliability of this study, the Cronbach Alpha reliability coefficient was analyzed using SPSS Software As highlighted by Cortina (1993), Cronbach’s alpha is essential in test construction and application According to McMillan & Schumacher (2001), reliability coefficients between 0.70 and 0.90 indicate reliable data.

In this research, the MI Inventory showed a reliability of 0.86, and the second questionnaire had a reliability of 0.76 As previously mentioned, all items in this study met the established standard.

FINDINGS AND DISCUSSION

Multiple Intelligences profiles

The primary aim of using this MI inventory was to examine the students'

The study utilized an adapted version of the Gardner Multiple Intelligence Inventory for Adults, as outlined in Thomas Armstrong's book, to identify participants' most and least preferred classroom activities The research focused on 40 items from the MI questionnaire to effectively address the first research question.

"What are the MI profiles of 10th graders at a High school in Phu Yen province?"

Following data analysis and interpretation, the results are presented and discussed using descriptive statistics such as means and standard deviations

Based on statistical analysis of 30 responses to the MI Inventory, the researcher ranked the types of multiple intelligences from 1 to 8, with 1 indicating the strongest intelligence and 8 the weakest The aggregated numbers and percentages revealed participants' preferences for various intelligences, with further details provided in Appendix 5.

Figure 4.1: The Students’ MI Profiles

The data from the MI Inventory reveals that Intrapersonal Intelligence is the most preferred intelligence among students, with 80% favoring it This indicates a strong inclination towards self-directed language learning strategies, including self-reflection, goal-setting, and progress monitoring, which are crucial for achieving English fluency This finding is consistent with Ibragimova (2011), who also identified intrapersonal intelligence as the most significant Furthermore, Adbelkarim (2018) found that intrapersonal intelligence was prevalent among first-year students, regardless of gender and specialization Additionally, Phan (2023) explored MI profiles, reinforcing these trends.

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A study at a Vietnamese university revealed that 59% of EFL students exhibited intrapersonal intelligence as the most prominent, followed closely by Visual/Spatial Intelligence at 78%, highlighting their strong visual perception and skills in mental imagery and artistic expression Verbal/Linguistic and Interpersonal Intelligences scored 73% and 74%, respectively, indicating these students' proficiency in language and their ability to navigate social interactions effectively Logical/Mathematical Intelligence was also significant at 68%, reflecting their strengths in reasoning and problem-solving Naturalistic Intelligence was present at 59%, showcasing a connection to the natural world, while Bodily-Kinesthetic Intelligence garnered a preference from 56% of respondents, revealing an interest in physical activities Interestingly, Musical Intelligence was the least favored, with only 48% showing a preference, aligning with findings from previous studies by Alumran (2006) and Saricaoglu and Arikan.

(2009), which also indicated that Musical Intelligence ranks among the lowest in their research

The data indicates a wide range of preferred intelligences among respondents, highlighting Intrapersonal, Visual/Spatial, Verbal/Linguistic, and Interpersonal Intelligences as the most popular, while Musical Intelligence ranks the lowest in mean score.

4.1.2 Overview of each intelligence among students

Table 4.1 presents Cronbach’s Alpha values ranging from 714 to 801 for each intelligence type, demonstrating strong internal consistency reliability This indicates that the items within each intelligence type consistently measure the same underlying construct, reinforcing the MI Inventory's reliability as a tool for assessing students' preferred intelligences.

Table 4.1 Reliability of each intelligence

N 0 MI Type Items Cronbach’s Alpha

Verbal-Linguistic Intelligence is the first identified type of Multiple Intelligences, characterized by a strong affinity for words in both spoken and written forms Individuals with this intelligence often have a passion for reading and possess an extensive vocabulary.

Table 4.2 reveals that students generally perceive their linguistic intelligence as moderate, with mean scores ranging from 3.17 to 4.37 Notably, Statement 5 received the highest average score of 4.37 (SD = 806), suggesting that students often reference their reading and auditory experiences in discussions In contrast, Statement 4 had the lowest average score of 3.17 (SD = 986), reflecting a moderate enjoyment for word-related games among the respondents.

Table 4.2 Verbal/Linguistic Intelligence Descriptive Analysis

1 Books are important to me 30 3.30 915

2 I can hear words in my head before I read, speak, or write them down 30 3.97 809

I get more out of listening to the radio or a spoken-word cassette than

I do from television or films

4 I enjoy games like scrabble, anagrams, or password 30 3.17 986

My conversation includes frequent references to things that I've read or heard

Statement 1 (M = 3.30, SD =.915) suggests that respondents view books with moderate significance This score signifies a notable appreciation for reading The statement 2 received a higher mean score of 3.97 and SD = 809, indicating a stronger agreement among respondents This suggests that many individuals possess a heightened ability to mentally process language, which could enhance their reading, speaking, and writing skills Lastly, statement 3 (M = 2.90, SD = 1.124), suggesting that respondents generally feel they gain more value or enjoyment from auditory media like radio or spoken-word cassettes compared to visual media like television or films

Incorporating MI-based activities into reading lessons can enhance learning by engaging students in various ways, such as reading books, newspapers, or play excerpts, retelling stories, connecting with characters, and extracting information from texts Additionally, enriching vocabulary through word games and puzzles, along with practices like memorization, journal keeping, and note-taking, further supports diverse learning styles and promotes deeper understanding.

Table 4.3 Logical-Mathematical Intelligence Descriptive Analysis

6 I can easily compute numbers in my head 30 3.33 661

7 I'm interested in new developments in science 30 3.40 1.003

I enjoy playing games or solving brain teasers that require logical thinking

My mind searches for patterns, regularities, or logical sequences in things

10 I believe that almost everything has a rational explanation 30 4.17 747

The second type of Multiple Intelligences identified is Logical-Mathematical Intelligence, with mean scores for related items ranging from 3.00 to 4.17 The highest mean score of 4.17 (SD = 747) for the statement "I believe that almost everything has a rational explanation" reflects a strong inclination towards rationality and evidence-based reasoning, indicating that these individuals prioritize logical explanations and may be skeptical of unverified phenomena Conversely, the statement "I enjoy playing games or solving brain teasers that require logical thinking" received the lowest mean score of 3.00 (SD = 983), suggesting a lesser interest in activities demanding analytical thinking Those with this lower score may prefer recreational activities that involve less cognitive strain or alternative forms of mental engagement.

The average scores of 3.33, 3.40, and 3.17 for the statements "I can easily compute numbers in my head," "I'm interested in new developments in science," and "My mind searches for patterns, regularities, or logical sequences in things," respectively, reflect a moderate proficiency in numerical computation, a keen interest in scientific advancements, and an ability to recognize patterns.

Overall, these mean scores paint a nuanced picture of the cognitive inclinations and intellectual curiosities within the surveyed group, showcasing varying degrees of analytical prowess, scientific curiosity, and rational thinking.

Table 4.4 Visual/Spatial Intelligence Descriptive Analysis

11 I often see clear images when I close my eyes 30 3.90 995

I frequently use a camera or camcorder to record what I see around me

14 I can generally find my way around unfamiliar territory 30 3.73 980

Visual/Spatial Intelligence is one of the key types of Multiple Intelligence, emphasizing the capacity to mentally and graphically visualize concepts This intelligence encompasses a keen sensitivity to elements such as shape, color, line, form, and space, making heavily illustrated reading materials particularly appealing to those who excel in this area.

The data presented in Table 4.4 reveals that the mean scores for Visual/Spatial intelligence items range from 3.70 to 4.40, indicating varying levels of visual-spatial abilities among participants The highest mean score of 4.40 suggests a strong preference for illustrated reading materials, highlighting the importance of visual aids in enhancing comprehension In contrast, the lowest mean score of 3.70 for the statement "I'm sensitive to color" indicates a moderate acknowledgment of color sensitivity among respondents, suggesting it is not a defining trait for most individuals.

The findings from statement 14, with a mean score of 3.73 and a standard deviation of 0.980, indicate that respondents exhibit a moderate to high level of confidence in their navigational abilities in unfamiliar environments This average score reflects a general agreement among participants, highlighting their self-assurance in navigating new places effectively.

Discussion of the students’ attitudes toward integrating MI-based

Based on the data from Cluster 3, it was evident that aligning activities with students' preferred learning styles significantly impacted their reading skills development

Table 4.13 Students’ feedback on Cluster 3

Strongly agree Agree Not sure Disagree Strongly disagree

The findings in Table 4.15 highlight the positive impact of diverse classroom activities on student interaction, with 80% of respondents strongly agreeing and 13% agreeing Encouraging critical thinking based on individual learning styles significantly improved reading skills, as evidenced by 63% strongly agreeing and 27% agreeing Additionally, incorporating students' background knowledge into reading activities led to increased engagement and comprehension, with 60% strongly agreeing and 23% agreeing Exposure to varied reading activities also fostered the development of preferred reading strategies, supported by 66% strongly agreeing and 27% agreeing Furthermore, 74% of students strongly believed that a lack of varied activities tailored to different learning styles could impede their reading comprehension progress, with 23% agreeing While a small percentage of students (3% to 17%) did not recognize the benefits of this integration, it remains statistically insignificant.

In conclusion, these findings underscored the importance of diverse instructional strategies in meeting the needs of all learners, positively impacting reading comprehension, and overall classroom engagement

4.2.2 Students’ experiences of integrating MI-based activities

Looking at Table 4.14, it depicted the data for Cluster 2 regarding the students’ experiences on how reading comprehension activities were conducted

Table 4.14 Students’ feedback on Cluster 2

Strongly agree Agree Not sure Disagree Strongly disagree

A significant majority of students favored collaborative learning methods that cater to their individual learning styles, with 66% strongly agreeing and 27% agreeing on the use of diverse learning materials Group work was also well-received, with 57% strongly supporting and 33% agreeing with this approach Additionally, 63% strongly agreed and 27% agreed on the value of interactions with randomly chosen partners Students particularly endorsed collaborative group work with peers who share similar learning styles, as well as the incorporation of varied learning materials to enhance visualization They expressed a preference for diverse group interactions and the integration of multimedia elements into reading lessons However, a small percentage of students, ranging from 7% to 17%, remained uncertain about specific methods, which is not considered significant.

4.2.3 Students’ awareness of integrating MI-based activities

Table 4.15 Students’ feedback on Cluster 1

Strongly agree Agree Not sure Disagree Strongly disagree

In Section A of Cluster 1, students demonstrated a strong awareness and support for diverse reading comprehension activities during lessons The majority favored the implementation of various training methods and the use of different learning tools to enhance their reading skills According to the statistics in Table 4.13, a significant percentage of students expressed agreement, with 90% indicating "Strongly Agree" or "Agree" for items 1, 2, and 5, highlighting their positive attitude towards these educational approaches.

4 (60% for SA, 23% for A) had slightly lower percentages but still significant, totaling 83% Additionally, there were a few students who remained unsure; however, the numbers were negligible, ranging from 10% to 17%

4.2.4 Students’ preferred MI-based activities suitable with MI profiles

Table 4.16 Students’ feedback on Cluster 4

Strongly agree Agree Not sure Disagree Strongly disagree

In section B, the students’ preferred MI activities in their reading lessons, the statistical results obtained from the data analysis process for items 16 to

Since this section related to students' favorite MI-based activities, the total percentage ratio of Strongly Agree and Agree was used to compare students' preferences

Table 4.15 reveals that the "Working independently" activity was the most favored among students, receiving 67% “Strongly Agree” and 20% “Agree” responses, while "Singing" was the least preferred, with only 10% “Strongly Agree” and 10% “Agree.” This preference aligns with the students' multiple intelligence profiles, as "Working independently" reflects Intrapersonal intelligence, the highest intelligence type in the class, whereas "Singing" relates to Musical intelligence, which was the lowest.

Analysis of Table 4.15 revealed a strong alignment between students' activities and their Multiple Intelligences (MI) profiles Activities like storytelling from pictures, which engage visual/spatial intelligence, garnered an 83% preference rate, reflecting the students' predominant visual/spatial intelligence profile of 78% Additionally, puzzles, which require significant language skills, had an 80% preference rate, correlating with the students' linguistic intelligence, which stood at 73% This data underscores the connection between students' MI profiles and their preferred activities.

MI activities Group work (with 43% “SA” and 30% “A”), which required interpersonal skills, corresponded well with the high interpersonal intelligence profile of the students, recorded at 74%

Students display a moderate preference for activities like storytelling, role-playing, discussions, and poster or chart designing, with approval ratings between 47% and 67% This suggests a balanced reception, indicating that while their enthusiasm for these MI-based activities may not be overwhelming, there remains a significant level of interest and engagement among them.

Integrating multiple intelligence (MI) activities into education addresses diverse learning styles, enhancing students' grasp of the material This method not only maintains engagement and motivation but also fosters a dynamic and inclusive classroom atmosphere By recognizing and leveraging individual strengths and preferences, educators can effectively meet the varied needs of all learners.

4.3 Students’ responses in the interviews

This study included in-depth interviews with five students to enhance the findings from the questionnaires, providing additional insights and interpretations of the results.

Interview question 01: Do you think it's a good idea to use different MI- Based activities in class to get better at understanding what you read? Tell me what you think

The study sought to evaluate students' supportive attitudes regarding the advantages of incorporating Multiple Intelligences (MI)-based activities into reading comprehension programs Interview findings revealed that most students agreed on the significant benefits these activities provided in improving and developing their reading comprehension skills.

Incorporating diverse activities into learning is an excellent approach, as it acknowledges that everyone has unique learning styles This variety not only enhances the enjoyment of the learning process but also improves comprehension and retention of information.

STU-01 appreciates the idea of using different activities to accommodate diverse learning styles, emphasizing the enjoyment and improved understanding associated with such an approach

Not everyone has the same learning style; some excel in drawing, others in verbal communication, and some through physical movement Incorporating a variety of activities caters to these diverse learning preferences, allowing individuals to learn in ways that resonate with them personally.

STU-02 underscores the importance of catering to individual learning preferences, acknowledging the varied strengths among students and advocating for inclusivity through a range of activities

STU-03 prefers diverse classroom activities, highlighting the empowerment that comes from selecting their own learning methods This approach not only enhances their enjoyment of the learning process but also surpasses the experience of traditional, reading-focused instruction.

Engaging in various activities during class enhances my understanding, as it allows me to choose my preferred learning style This approach is much more enjoyable than merely sitting and reading continuously.

For the poster-making activity used as homework, most students feel enthusiastic during the participation process, STU-04 shared that:

Engaging students through diverse activities tailored to their learning styles enhances reading comprehension One effective method is poster making, which allows learners to visually summarize their understanding using images and colors This creative approach not only makes learning enjoyable but also fosters collaboration and innovative thinking among students.

Integrating MI-based activities into reading comprehension lessons has proven to be highly beneficial for students, garnering strong support from the majority of research participants.

CONCLUTION AND IMPLICATIONS

Conclusion

Integrating MI-based activities into reading comprehension lessons enabled 10th-graders to leverage their unique strengths while also fostering the development of less preferred intelligences, ultimately enhancing their reading comprehension skills.

Integrating Multiple Intelligences (MI) into reading comprehension lessons enabled students to employ various learning tools, including visual aids like pictures, flashcards, posters, and PowerPoint slides Consequently, this approach significantly enhanced their reading comprehension skills over time.

The study analyzed the intelligences of a class to uncover significant insights into the distribution of various intelligence types among students By examining the average scores across eight types of intelligences, the findings revealed a relatively balanced representation in the students' Multiple Intelligences profiles.

Leading the students' MI profiles was Intrapersonal Intelligence In the second position was Visual/Spatial Intelligence Ranking third was Interpersonal Intelligence Linguistic/Language and Logical-Mathematical

In a recent analysis of students' Multiple Intelligences (MI) profiles, it was found that Intelligence ranked fourth and fifth, while Naturalistic Intelligence held the sixth position Interestingly, Bodily-Kinesthetic and Musical Intelligences emerged as the least prevalent among students This distribution suggests that educators can tailor lesson content and activities, particularly in reading comprehension, to align with the diverse intelligences represented in their classrooms By doing so, teachers can enhance student engagement and foster a deeper passion for learning.

Research findings indicate that students have significantly benefited from the integration of Multiple Intelligences (MI)-based activities into reading comprehension lessons Feedback from both questionnaires and interviews reveals strong support among students for this approach, highlighting its effectiveness in boosting their interest in learning The MI perspective has led to enhanced student engagement and commitment to reading comprehension activities, ultimately resulting in notable improvements in their reading comprehension skills.

In other words, it can be affirmed that this study has been successfully implemented with the target group of 10th graders at Duy Tan High School.

Implications

The study on integrating Multiple Intelligences (MI) activities into reading comprehension lessons for 10th graders at Duy Tan High School reveals significant implications for educational practice It emphasizes the need for personalized instruction that caters to individual intelligences, enhancing learning experiences and addressing diverse student strengths This holistic approach not only fosters deeper understanding and retention but also boosts student engagement, creating dynamic, interactive learning environments that encourage active participation The study's success in improving reading comprehension skills suggests that MI-based activities can be effectively applied across various subjects, promoting interdisciplinary skill development To ensure effective implementation, ongoing professional development for educators is essential to refine instructional practices Additionally, the study advocates for further research to investigate the long-term effects of MI integration on student learning outcomes.

Limitations and Suggestions for Further Research

The study offers important insights into incorporating MI-based activities into reading comprehension lessons; however, it has notable limitations Its focus on just one grade level and school restricts the applicability of the findings to wider educational settings Furthermore, the study's short duration may not adequately reflect the long-term impacts on student learning outcomes.

To enhance research on Multiple Intelligences (MI) integration in education, future studies should focus on several key areas Longitudinal studies are essential to evaluate the long-term effects of MI integration on student learning outcomes Additionally, examining the effectiveness of MI-based activities across various student demographics and grade levels will help determine its generalizability Investigating the impact of teacher training and professional development on the successful implementation of MI instruction can further improve program outcomes Finally, exploring the application of MI theory across different subjects beyond reading comprehension will provide valuable insights into its broader educational relevance Addressing these research gaps will refine and expand MI-based instructional practices in education.

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(USED BEFORE IMPLEMENTING THE EXPERIMENTAL STUDY)

Adapted from Multiple Intelligence Self-Assessment by Howard Gardner

Assess your intellectual strengths by taking the inventory below

Scoring each statement by: 5-Likert scale

5 points for each ‘Strongly Agree’ 4 points for ‘Agree’

3 points for ‘Not Sure’ 2 points for ‘Disagree’

1 Books are important to me

2 I can hear words in my head before I read, speak, or write them down

3 I get more out of listening to the radio or a spoken-word cassette than

I do from television or films

4 I enjoy games like scrabble, anagrams, or password

5 My conversation includes frequent references to things that I've read or heard

6 I can easily compute numbers in my head

7 I'm interested in new developments in science

8 I enjoy playing games or solving brain teasers that require logical thinking

9 My mind searches for patterns, regularities, or logical sequences in things

11 I often see clear images when I close my eyes

13 I frequently use a camera or camcorder to record what I see around me

14 I can generally find my way around unfamiliar territory

15 I prefer looking at reading material that is heavily illustrated

16 I engage in at least one sport or physical activity on a regular basis

17 I find it diffcult to sit

18 I like working with my hands at concrete activities such as sewing, weaving, carving, carpentry, or model building

19 I frequently use hand gestures or other forms of body language when conversing with someone

20 My best ideas often come to me when I'm out for a long walk or a jog, or when I'm engaging in some other kind of physical activity

22 I can tell when a musical note is off-key

23 I frequently listen to music on the radio, cassettes, or compact discs

25 I often make tapping sounds or sing little melodies while working, studying, or learning something new

26 I'm the sort of person that people come to for advice and counsel at work or in my neighborhood

27 I prefer group sports like badminton, volleyball, or softball to solo sports such as swimming or jogging

28 When I have a problem, I'm more likely to seek out another person for help than attempt to work it out on my own

29 I like to get involved in social activities connected with my work, church, or community

30 I enjoy the challenge or teaching another person, or groups of people, what I know how to do

31 I regularly spend alone meditating, reflecting, or thinking about important life questions

32 I have attended counseling sessions or personal growth seminars to learn more about myself

33 I am able to respond to setbacks with resilience

34 I have a special hobby or interest that keep pretty much to myself

35 I have some important goals for my life that I think about on a regular basis

36 I like to spend time backpacking, hiking or just walking in nature

37 I belong to some kind of volunteer organization related to nature and I’m concerned about helping to save nature from further destruction

39 I’m involved in a hobby that involves nature in some way

40 When on vacation, I prefer to go off to a natural setting (park, campground, hiking trail) rather than to a hotel/resort or city/cultural location

Thank you very much for your cooperation!

SCORE SHEET FOR MULTIPLE INTELLIGENCE INVENTORY

Linguistic Intelligence Logical- Mathematical Intelligence Spatial Intelligence

Bodily-Kinesthetic Intelligence Musical Intelligence

Interpersonal Intelligence Intrapersonal Intelligence Naturalistic Intelligence

Write in the scores for each smart in order from the highest score to lowest score

Adapted and adjusted from Doctoral dissertation by Chau Van Don (2019)

This questionnaire includes statements with five response options: "Strongly Agree", "Agree", "Not Sure", "Disagree", and "Strongly Disagree" Participants rate these options on a scale from 5 to 1

Please read the statements and tick your answers in the spaces provided

Thank you very much for your cooperation

SECTION A: REGARDING STUDENTS’ RESPONSES TO THE INTEGRATION OF

MI ACTIVITIES INTO READING COMPREHENSION

Strongly agree Agree Not sure Disagree Strongly disagree

Cluster 1: Regarding the students’ awareness on how reading comprehension activities were conducted

Your teachers looked into how you like to learn best This really helped you make good plans for improving your reading skills

Your teachers focused a lot on creating activities that were right for your progress and growth, rather than just giving you information

Your teachers made sure to have a variety of activities in class that worked well for the different styles of learning among the students

You are familiar with the methods you prefer for using your reading skills now, and you feel that it will be easier to improve them

Your favoured reading comprehension classroom activities have changed after participating in the study

Strongly agree Agree Not sure Disagree Strongly disagree

Cluster 2: Regarding the students’ experiences on how reading comprehension activities were conducted

Working in groups with the other students whose learning styles were similar to yours, and you like it

Utilizing a variety of learning materials or tools to support your visualization, and you like it

Working in pairs or in groups with different partners randomly chosen for different classroom activities, and you like it

Every reading lesson was integrated with a diversity of materials like pictures, music, charts, dramas… to attract students’ involvement, and you like it

During your reading comprehension lessons, you were encouraged to use visual or aural aids to support your performances, and you like it

Cluster 3: Regarding the benefits of integrating a diversity of visual aids and classroom activities into the reading comprehension

Encouraging the expression of critical thinking skills based on your preferred styles has helped you improve your reading skills more easily

With such a diversity of classroom activities, your classroom interaction is much improved

Involvement in reading activities increases when you have opportunities to demonstrate your relating background knowledge based on your favoured learning styles

Strongly agree Agree Not sure Disagree Strongly disagree

The diversity in reading activities has helped you develop your most favoured ways of performing your reading comprehension skills

If your teachers do not use a variety of activities to cater for your different styles, you may not achieve any progress in your reading comprehension skills

SECTION B: REGARDING THE STUDENTS’ FAVOURED CLASSROOM ACTIVITIES FOR DEVELOPING THEIR READING COMPREHENSION SKILLS AFTER CONDUCTING THE STUDY

Following engagement in the reading comprehension lessons, how do agree for each of these following classroom activities which have been attempted to be integrated in those lessons?

Strongly agree Agree Not sure Disagree Strongly disagree

Cluster 4: Regarding the students’ preferred MI activities in their reading lessons

Your name: (optional) Your age:

1 Do you think it's a good idea to use different MI-Based activities in class to get better at understanding what you read? Tell me what you think

2 What type of intelligence do you think is most important for getting better at understanding what you read?

3 What type of intelligence do you use to participate in the reading lessons?

4 What's the hardest part for you when it comes to doing activities that use different intelligences to get better at understanding what you read? How do you deal with it?

Thank you very much for your cooperation!

MI-BASED LESSON PLAN (SAMPLE) v LESSON: Unit 7: VIET NAM AND INTERNATIONAL ORGANISATIONS v SUBJECT: Reading Comprehension v TIME: 50 minutes

Focused MI: Interpersonal intelligence, Logical / Mathematical intelligence, Intrapersonal intelligence

Focused Reading strategies: Cognitive Strategy, Compensating Strategy

By the end of this lesson, Ss will be able to:

- Read for specific information in a text about UNICEF’s support for Viet Nam’s education;

- Apply reading strategies to guess the meanings of words from context

- Develop communication skills and creativity;

- Be collaborative and supportive in pair work and team work;

- Understand more about the UNICEF programmes and UNICEF’s support for Viet Nam’s education;

- Develop a respectful and appreciative attitude

- Computer connected to the internet

- Projector/ TV/ pictures and cards

Creating something involves making it happen or bringing it into existence, which is essential for progress Respect, whether as a verb or noun, signifies holding a good opinion of someone, fostering positive relationships Additionally, practical approaches are crucial as they connect with real situations, ensuring effective solutions in everyday life.

In each activity, each step will be represented as following

Stage Stage aim Procedure Interaction Time

Intelligence Use Puzzle game to trigger Interpersonal intelligence, Logical / Mathematical intelligence, Intrapersonal intelligence

To develop a positive attitude towards learning and reading by connecting it with students’ intelligences

Vietnam actively participates in various international organizations across different domains Solve the following clues to identify the organizations and their specific focuses

1 Vietnam actively partners with an international organization dedicated to the well-being of children This organization is a part of the United Nations family

2 Vietnam is a member of an organization dedicated to global health and well-being Its acronym consists of three letters

3 Vietnam is a member of an international organization focused on facilitating global trade and negotiations Its acronym consists of three letters The organization played a significant role in the Doha Development Agenda

4 Vietnam partners with an international organization focused on providing development

Stage Stage aim Procedure Interaction Time assistance and promoting sustainable practices Its acronym consists of four letters

Intelligence Strengthen or improve the intelligences through doing activities or exercise

Amplified the Intelligence ABBREVIATION GAME

*T shows a list of international organisation names in abbreviations from Puzzle above (UN, WTO, WHO, UNDP, UNICEF)

** Ss play in two teams to guess the full names of those organisations

The team with the faster correct answer wins one point

*** T gives bonus points to any team that could answers which organisation is related to Ss the most, drawing attention to UNICEF

**** T gives comments and introduces the lesson

Activity: What is the problem?

T gives students a problem such as

Ss job is to come up with a three solutions that could go with that problem

Solution 1: Spare Key or Duplicate Solution 2: Contact a Locksmith

Solution 3: Seek assistance from parents or friends

Reading strategy: Problem and solution

Identifying problems and solutions within stories can help students

Stage Stage aim Procedure Interaction Time understand what they are reading

Upon finishing a story with students, figure out who the main character is and what problem they had then ask how the problem was solved

Since its establishment in 1975, UNICEF has implemented numerous projects in Vietnam, focusing on providing essential support for children The organization is dedicated to ensuring that every child in Vietnam has the opportunity to attend school, receive an education, and achieve success.

T uses the “Problem and solution” strategy to find the problems and solutions in the text

Viet Nam had difficulties going to school, learning, and succeeding

Since 1975, UNICEF has implemented various projects in Vietnam aimed at ensuring all children have access to education, enabling them to learn and thrive.

In the program 'Education for Disadvantaged Young People,' T instructs students to work in pairs

The task is for each pair to identify characters, problems, and solutions

T encourages all members to contribute ideas, emphasizing creativity and the exploration of various perspectives

Stage Stage aim Procedure Interaction Time

Collaborative use of the strategy in action

Ss read and analyze the problem carefully, discussing it to ensure everyone has a clear understanding

They share ideas, listen actively to others, and remain open to alternative viewpoints Ss are encouraged to seek clarification when needed and offer constructive feedback

T provides Ss with a Handout 01 for practice and explains the directions

Pairs can present their solutions to the class Students are encouraged to articulate their thought processes and reasoning

T divides the class into 5 groups based on different Multiple Intelligences (MI)

T instructs students to read the text silently in their groups and discuss what the reading text is about Ss should focus on the Characters, Place, Time, Problem, and Solution

Ss then write their answers on Handout 02

To help Ss practise guessing the meanings of words in context

TASK 2: READ THE TEXT AND CIRCLE THE CORRECT

MEANINGS OF THE HIGHLIGHTED WORDS (p.79)

* T asks Ss to pay attention to the context of each highlighted word, then look at the multiple-choice exercise

** Ss work individually to read the

Stage Stage aim Procedure Interaction Time text and guess the meaning of each of the words, based on the context

*** Ss work in groups to discuss the clues for each correct option and compare answers

**** T checks answers by having individual Ss call out the correct option

To help Ss practise reading for specific information

TASK 3: READ THE TEXT AGAIN AND ANSWER THE FOLLOWING QUESTIONS

* T asks Ss to read the questions and underline the key words in each of them

- T checks the key words Ss have underlined, e.g

1 UNICEF, particularly, aim to do, children, Viet Nam;

2 programme, helps, disadvantaged teenagers, continue, education;

4 aim, Improving Learning Achievements programme

** Ss work individually to read through the text to locate the information that can help them answer these questions

*** Ss work in pairs or groups to compare answers

1 To create opportunities for them to attend school, learn and succeed

2 Education for Disadvantaged Young People

Stage Stage aim Procedure Interaction Time

3 Providing Education Opportunities for Children with Disabilities

4 To better prepare children for the challenges in the future

Applying the new experience and knowledge that students have just practiced preparing for an assigned project-based task

Which of the UNICEF’s education programmes mentioned in the text do you think can be the most useful for your local community? Why?

* T asks Ss to read the text again and focus on the UNICEF’s programmes mentioned in the text

T provides materials for each group to do this task (papers, markers, ect)

** Ss work in groups to discuss which of these programmes can be the most useful for people in their local area and explain why

*** Ss vote on the most useful programmes and discuss as a class

The teacher emphasizes that there are no right or wrong answers, fostering an environment where students feel free to express their opinions Additionally, the teacher invites students from various groups to share summaries of their discussions with the class, promoting collaborative learning and diverse perspectives.

- Each group will create a brief presentation outlining their dream job and what makes it the ultimate dream job

- Students’ oral presentation products will be made based on

Stage Stage aim Procedure Interaction Time their favored types of intelligences

In the form of a TV show with An orientation of career program for bodily-kinesthetic, musical-rhythmic and visual intelligences (and maybe more)

In the form of a poster or a project for a combination of visual- spatial, interpersonal and linguistic intelligences (and maybe more);

In the form of a graph or a mind-mapping diagram for the combination of logical – mathematical, visual-spatial and linguistics intelligences (and maybe more);

And/or even in the form of a speech delivery for a combination of intra-personal and verbal – linguistic intelligences and the like

- Such favored types of intelligences of the students can be combined with a variety of other intelligences among the MIT spectrum

**** T then gives final comments on the discussion

To review the lesson Ss have learnt and prepare for the next lesson - Speaking

T asks Ss to talk about what they have learnt in the lesson