On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students
Why this work is in the frame
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Bibliographic record
Abstract
Gardner’s (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners’ individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation has focused on the domains of cognition and affect in a single study. Therefore, this study investigates two facets: the relationship of Multiple Intelligences (MIs) with listening among Iranian TEFL university students and the possible relationship between the type of intelligence the students fall into and their attitudes toward learning English. In this study, McKenzie’s (1999) MI Inventory was used to identify 60 participants’ preferred intelligences. The participants comprised an intact group randomly assigned to the experiment. A Likert-type questionnaire was employed to elicit data about participants’ levels of personality traits that accounted for their attitudes to language-learning. Also, the participants’ listening comprehension proficiency was measured using the listening section of a retired TOEFL test. Data analysis using Pearson correlation revealed no significant relationship between the score of listening and any of the MIs. Similarly, the results indicated no significant difference between MIs and attitudes.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it