MSc. Zylfije Tahiri
English Language Instructor, Researcher, Author
The Theory of Multiple Intelligences is the most famous psychological theory from the American scientist Dr. Howard Gardner and has greatly helped English language teachers to apply his theory in a variety of ways by applying relevant techniques, this theory also made a very important turn in the field of education. This theory is considered to serve as a basic theory on the construction of an effective teaching methodology, and in this case, we have the so-called Differentiated Instructions methodology respectively in the English Language classrooms in Lower and Upper secondary public schools in Kosovo.
The exploratory research study aims to reveal the effectiveness and importance of this theory in EFL classrooms in Kosovo. The techniques followed in the examination focused on presenting two kinds of data, quantitative and qualitative data. The methodology used in this research is considered effective, given that for each research question findings were made.
The research presents and reflects the teaching methodology in the English language classroom and the integration of MI theory in the classroom. This research presents the investigation of the Intelligence profile of English language teachers in Kosovo and its correlation to their teaching methodology, their knowledge of the theory of Multiple Intelligences, as well as its importance in the classroom. During the empirical research, it was seen that English language teachers in lower and upper secondary public schools have an average knowledge of the theory in question, that their intelligence profile is almost Linguistic, and that their teaching methodology is mainly behavioral and cognitivist in some rare cases, therefore, differentiated instructions as a teaching methodology are applied average in the EFL classrooms.
Keywords: Multiple Intelligence theory, EFL classrooms, Implementation, Teaching methodology, Kosovo.
Volume 7.No.1(2023): April – (Humanities Session)
ISSN 2661-2666 (Online) International Scientific Journal Monte (ISJM)
ISSN 2661-264X (Print)
DOI : 10.33807/monte.20232819
This is an open-access article under the CC BY-NC-ND license (creativecommons.org/licenses/by-nc-nd/4.0/)