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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES CHÂU VĂN ĐÔN INTEGRATING MULTIPLE INTELLIGENCES-BASED ACTIVITIES INTO TEACHING SPEAKING SKILLS TO EFL LEARNERS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2019 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES CHÂU VĂN ĐÔN INTEGRATING MULTIPLE INTELLIGENCES-BASED ACTIVITIES INTO TEACHING SPEAKING SKILLS TO EFL LEARNERS DOCTOR OF PHILOSOPHY THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING Code: 14 01 11 Supervisor: Assoc Prof TRƯƠNG VIÊN, PhD HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ CHÂU VĂN ĐÔN INTEGRATING MULTIPLE INTELLIGENCES-BASED ACTIVITIES INTO TEACHING SPEAKING SKILLS TO EFL LEARNERS LUẬN ÁN TIẾN SĨ CHUYÊN NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ NGÀNH: 14 01 11 NGƯỜI HƯỚNG DẪN: PGS.TS TRƯƠNG VIÊN HUẾ, 2019 STATEMENT OF AUTHORSHIP The thesis entitled “Integrating Multiple Intelligences-based Activities into Teaching Speaking Skills to EFL Learners” has been submitted for the degree of Doctor of Philosophy I, the undersigned, hereby declare that I am the sole author of this thesis I have fully acknowledged and referenced the ideas and works of others, whether published or unpublished, in my thesis My thesis does not contain work extracted from a thesis, dissertation or research paper previously presented for another degree or diploma at this or any other educational institute Signature CHÂU VĂN ĐÔN i ABSTRACT With the philosophy “Every learner is unique and intelligent”, the Theory of Multiple Intelligences (MIT) has proved to be a humanitarian and favorable premise to foster and promote learners’ language skills Armstrong (2017) remarked while traditional language teaching and learning programs mainly focus on developing learners’ linguistic and reasoning skills, MIT proposes there are many other ways in which learners’ language skills can be developed better As the major aim of Communicative Language Teaching (CLT) is to enable students to promote their speaking skills to achieve progress in communicative competence, EFL instructors should create favorable conditions for students to develop their speaking skills This study was an attempt to investigate the possible effects of integrating MI-based activities into developing the EFL students’ speaking skills, and then to find out the students’ evaluation of such an integration of MI-based activities Therefore, to attain those two main objectives, the mixed research method was adopted: the quantitative approach utilizing a quasi-experimental study in which MI-based activities were integrated into an experiment The participants were 60 EFL second-year students from the research site, randomly selected on their voluntary basis and were divided into an experimental group and a control group The possible effects of such an integration of MI-based activities into the speakingtraining program were measured via the means of a pre- and post-test and the questionnaire administered to the experimental group as the two main research instruments The qualitative approach, aiming at collecting some supplementary evidence regarding the participants’ responses Qualitative data were collected from 30 experimental participants via the evaluation form and the interviews with six randomly chosen participants from the experimental group The findings from the English speaking pre-test and post-test revealed significant statistical differences between the participants’ test scores of their EFL oral performances before and after taking part in the instructional intervention The ii results of data analysis of the test scores shows that there was a significant difference (M = 43) in favor of the post-test Such an improvement of the mean score in the post-test indicates that the program had some effects on improving the students’ speaking skills as well as enhancing their learning motivation From the findings of the study, it is also depicted that the participants had positive evaluation of the integration of MI-based activities Their support and satisfaction of the MI-based activities were indicated at high levels in terms of their better perceptions of their specific MI profiles, their acknowledgement of the benefits of the MI-based activities in facilitating their speaking skills, building up their confidence, promoting their learning motivation, and increasing their engagement in the discussion and interaction activities Based on the above-mentioned findings, some implications are proposed from this research regarding the effectiveness of integrating MI-based activities on developing EFL students’ speaking skills, and the feasibility of promoting EFL students’ oral performances by integrating MI-based activities into EFL speaking training programs iii ACKNOWLEDGEMENTS With all of my gratitude, I would like to express my whole-hearted thanks to the ones who contributed to this thesis with their academic expertise, substantive help or emotional support First and foremost, I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Trương Viên for his continuous guidance, help, support and encouragement throughout the course of this study Secondly, my sincere thanks also go to the lecturers of the University of Foreign Languages, Hue University: Assoc Prof Dr Trần Văn Phước; Assoc Prof Dr Phạm Thị Hồng Nhung; Assoc Prof Dr Lê Phạm Hoài Hương; Dr Trương Bạch Lê; Dr Phạm Hồng Anh, who have whole-heartedly guided me through each phase of this journey I always feel your care about my study and professional development Therefore, once again, I would like to express my deep thanks for all your kind help and enthusiastic encouragement I also own a word of thanks to Assoc Prof Dr Lưu Quý Khương and Assoc Prof Dr Tôn Nữ Mỹ Nhật for giving me such valuable suggestions for improving the quality of my thesis I would also like to express my thanks to the Board of Rectors of my university for creating all the favorable conditions for me to take part in this Ph.D program I am grateful to the lecturers and students of the Foreign Languages Department of the university where the experiment for this study is conducted, particularly the students of second-year EFL class 2014-2019 (DC14) for their participation into the experimental study by filling the questionnaires, taking the pre/post-test, and answering the interview Last but not least, the unconditional, innumerable, great affection, sacrifice and care of my family members for me during my Ph.D program-taking journey beyond words They are always the source of motivation and aspiration for me to overcome all my difficulties and achieve what I have academically dreamed so far iv LIST OF ABBREVIATIONS CEFR European Framework of Reference for Languages CLT Communicative Language Teaching EFL English as a Foreign Language ESL English as a Second Language IC Intelligence Center IQ Intelligence Quotient IT Information Technology LC Learner-centered LLS Language Learning Strategy MI Multiple Intelligences MIDAS Multiple Intelligences Developmental Assessment Scales MIT Multiple Intelligences Theory MOET Ministry of Education and Training PBL Project-based Learning EF Evaluation Form SLA Second Language Acquisition SPSS Statistical Package for the Social Sciences TEFL Teaching English as a Foreign Language TPR Total Physical Response ZPD Zone of Proximal Development v LIST OF TABLES AND FIGURES Table 3.1 Instruments used in the research 41 Table 3.2 Summary of the procedures of the main study 60 Table 3.3 Stages of analyzing interview data 64 Table 4.1 Descriptive statistics of mean performance in pre and post-test 71 Table 4.2 Residuals Statisticsa ………………………………………….… 71 Table 4.3 Case Processing Summary …………………………………… 72 Table 4.4 Test of Homogeneity of Variances …………………………… 72 Table 4.5 Difference between means of pre-test and post-test …………… 72 Table 4.6 Mean score of pre-test in comparison with the accepted mean 73 Table 4.7 Mean score of the post-test in comparison with the good mean 73 Table 4.8 Participants’ English-speaking performances within groups before and after the experimental program 74 Table 4.9 Correlation between the results of the pre-test and the post-test 76 Table 4.10 Means scores of experimental participants’ pre and postquestionnaire 85 Table 4.11 Grouped data for the clusters in the pre-questionnaire 86 Table 4.12 The mean scores of the pre-questionnaire 87 Table 4.13 Comparing mean score of Pre-questionnaire and Scale (NS) 88 Table 4.14 Grouped data for clusters in post-questionnaire 89 Table 4.15 Mean scores of post-questionnaire 89 Table 4.16 Comparing mean score of Post-questionnaire and Scale (“A”) 90 Table 4.17 Participants’ preferred MI-based activities 97 Table 4.18 Summary of the study findings 132 vi Figure 3.3 The research procedures 39 Figure 4.1 Participants’ intelligences profiles 69 Figure 4.2 Participants’ speaking performances reported in pre & post tests (both groups) reported in speaking pre-test and post-test vii 75 ... SPEAKING SKILLS TO EFL LEARNERS LUẬN ÁN TIẾN SĨ CHUYÊN NGÀNH LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ NGÀNH: 14 01 11 NGƯỜI HƯỚNG DẪN: PGS.TS TRƯƠNG VIÊN HUẾ, 2019 STATEMENT OF AUTHORSHIP The... LANGUAGE TEACHING Code: 14 01 11 Supervisor: Assoc Prof TRƯƠNG VIÊN, PhD HUE, 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ CHÂU VĂN ĐÔN INTEGRATING MULTIPLE INTELLIGENCES-BASED... group of her students Every student chose the sentences which were most suitable for their thinking Depending on the quantity of the sentences students have chosen for each type of intelligence,