The Relationship between Multiple Intelligences and L2 Reading Skill among Iranian EFL University Students

Saber Khooei Oskooei, Farzad Salahshoor


The purpose of the present study was to investigate the relationship between multiple intelligences (MI) and foreign language (L2) reading skill among Iranian EFL sophomores. Multiple intelligences and L2 reading measurements of participants – 29 males and 69 females who were selected from four intact classes – were obtained through McKenzie’s (1999) Multiple Intelligences Inventory and reading part of a Preliminary English Test PET, respectively, and then Pearson’s correlation analysis was run to determine the degree of the relationship between each component of multiple intelligences and L2 reading skill. Afterwards, through a multiple regression analysis those components of multiple intelligences which acted as the predictors of L2 reading skill were identified and the power of each predictor was calculated. The results of the correlation analyses revealed that linguistic-verbal, logical-mathematical, spatial, and interpersonal intelligences were significantly correlated with reading skill. In addition, the results showed that linguistic-verbal, interpersonal, and logical-mathematical intelligences were the best predictors of L2 reading skill scores of the participants. The results of the study can help coursebook designers, educational planners, foreign language institutes, teachers, learners and their parents to provide and use different methods of teaching and learning.



Multiple intelligences, general intelligence, reading comprehension, university students, EFL

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