An Empirical Examination of the Association between Multiple Intelligences and Language Learning Self-Efficacy among TEFL University Students

Autor/inn/en	Moafian, Fatemeh; Ebrahimi, Mohammad Reza
Titel	An Empirical Examination of the Association between Multiple Intelligences and Language Learning Self-Efficacy among TEFL University Students
Quelle	In: Iranian Journal of Language Teaching Research, 3 (2015) 1, S.19-36 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Correlation; Multiple Intelligences; Self Efficacy; Second Language Learning; Second Language Instruction; Student Attitudes; English (Second Language); College Students; Statistical Analysis; Regression (Statistics); College Faculty; Language Teachers; Teacher Education; Curriculum Development; Language Tests; Questionnaires; Reliability; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Korrelation; Intelligenz (Psy); Self-efficacy; Selbstwirksamkeit; Zweitsprachenerwerb; Fremdsprachenunterricht; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Statistische Analyse; Regression; Regressionsanalyse; Fakultät; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Language test; Sprachtest; Fragebogen; Reliabilität; Ausland
Abstract	The current study investigated the association between multiple intelligences and language learning efficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfill the aim of the study, 108 junior and senior TEFL students were asked to complete the "Multiple Intelligence Developmental Assessment Scales" (MIDAS) (Shearer, 1996) and the "Learners' Sense of Efficacy Survey" (Gahungu, 2009). Descriptive statistics, correlation analysis and regression analysis were employed to analyze the data. The findings of correlation analysis indicated that, among the different types of intelligences, Linguistic and Intrapersonal intelligences had strong positive correlations with learners' self-efficacy beliefs. The results of regression analysis showed that Linguistic and Intrapersonal intelligences were positive predictors of learners' efficacy beliefs, whereas Mathematical intelligence was the negative predictor of students' self-efficacy beliefs. All in all, the findings of the present study contribute to the understanding of the interplay between students' multiple intelligences and their language learning self-efficacy beliefs; furthermore, they convey some implications for university teachers, material and curriculum developers and language testers. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01