The Analytic Domain of Multiple-Intelligence and Its Relation to English Objective Test

Autor/in	Sadiq, Baan Jafar
Titel	The Analytic Domain of Multiple-Intelligence and Its Relation to English Objective Test
Quelle	In: English Language Teaching, 12 (2019) 5, S.161-169 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Multiple Intelligences; Objective Tests; College Students; Language Tests; Correlation; Questionnaires; Student Attitudes; Identification; Music; Logical Thinking; Environment; Reliability; Iraq + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Intelligenz (Psy); Objektiver Test; Collegestudent; Language test; Sprachtest; Korrelation; Fragebogen; Schülerverhalten; Identifikation; Identifizierung; Musik; Umwelt; Reliabilität; Irak
Abstract	The current research aims at identifying the analytic domain of multiple-intelligence and English objective test. The research is trying to answer that if there is a correlation between the analytic domain of multiple-intelligence and the English objective tests. Thus, the research has adopted a close questionnaire for diagnosing analytic domain (logical, rhythmic, and naturalistic) of multiple- intelligence of Iraqi students at Baghdad University, and an objective English test to achieve the aim of the research. Nine colleges at Baghdad University are randomly chosen to represent the sample of the research which is 511 students. The results of the research have shown that there are weak significant correlation between the analytic domain of multiple intelligent and the objective English test. Thus, from the results of the research Baghdad University could modify the objective tests with alternative ones that based on students' ability and intelligence not guessing tests. Continuous long-term assessment, untimed, free- response format, individualized test and creative answers based on multiple-intelligence are recommended. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01