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Research Article
Effects of Multiple Intelligences-based Instruction on English Achievement and Learner Autonomy of Thai Tertiary Students
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.19 No.4 (2022.12)바로가기
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- 페이지
- pp.1250-1266
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A423750
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5,100원
원문정보
초록
- 영어
- It is evident that English classes in Thailand are overcrowded, as students frequently come from diverse backgrounds and have a variety of skills and interests. In response to this out-of-control circumstance, Howard Gardner's multiple intelligence (MI) theory proposes a new style of teaching that accounts for individual differences. This study seeks to investigate 1) the effects of MI-based instruction on English achievement and 2) the extent to which MI-based instruction fosters learner autonomy (LA). A quasi-experimental design was used to assess students' language achievement, while mixed-method research was used to assess students' LA. This study included 123 engineering faculty members from a university in the central region of Thailand. The English achievement test was used to assess their general English proficiency, while the adapted questionnaire from Murase's (2015) Measuring Instruments of Language Learner Autonomy (MILLA), the semi-structured interviews and the teacher's log were used to assess their LA. The results showed that the experimental group improved their listening, speaking, reading, writing and grammar skills, while their writing skills did not differ from the control group. There was no significant difference in the students’ level of LA after the MI-based instruction.
목차
Abstract
Introduction
Literature Review
MI Theory
Learner Autonomy (LA)
Methods
Research Design
Population and Participants
Research Instruments
Data Collection Procedures
Data Analysis
Results
Q1. Is there any difference in English achievement between MI-based instruction and conventional teaching among Thai tertiary students? If so, to what extent?
Q2. To what extent does MI-based instruction promote LA for Thai tertiary students?
Discussion
Conclusion and Implications
Acknowledgements
The Authors
References
키워드
Multiple intelligence theory Multiple-intelligences based instruction English achievement Learner autonomy Thai tertiary students저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.19 No.4
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