Résumé:
Recognizing and understanding the potential abilities of EFL learners is of paramount importance for teachers. The present research then attempts to investigate teachers’ and learners’ perspectives towards the role of the Multiple Intelligences Theory in improving EFL teaching and learning process. By gaining insights into their Multiple Intelligences (MI) profiles, teachers can effectively identify and foster students’ strengths. Therefore, the primary objective of this study is to explore the effectiveness of integrating the Multiple Intelligences Theory (MIT) for improving EFL teaching and learning process. In addition, it aims to provide valuable insights into the potential benefits of such integration in EFL context. Consequently, the hypothesis proposes that teachers and learners believe the Multiple Intelligences Theory have significant role in improving EFL teaching and learning. To investigate this hypothesis, a quantitative descriptive method is employed. Specifically, two questionnaires are administered for both (20) teachers and (100) first-year Master students at the Department of Letters and English Language, University of 8 Mai 1945, Guelma. This methodology has allowed for a comprehensive analysis of the research questions. Consequently, the obtained results strongly insinuate the positive correlation between students’ MI and their learning styles. Furthermore, the findings revealed that students’ MI has a significant impact on EFL teaching and learning process. For this reason, the importance of developing Multiple Intelligences-based instruction and integrating it in EFL teaching/learning context is required; to improve students’ learning outcomes. Accordingly, some pedagogical implications are provided for teachers and learners about the application of MIT in EFL classroom including activities, materials and ways of assessment. Moreover, it is highly recommended to create websites or applications based on this theory.
