THE RELATIONSHIP BETWEEN IRANIAN EFL LEARNERS’ MULTIPLE INTELLIGENCE AND SUCCESS IN FOREIGN LANGUAGE LEARNING

This study investigated the relationship between students’ gender and intelligence types, the relationship between particular intelligence types and students’ success in grammar, and writing in English as a foreign language. 140 students from Islamic Azad University, Tonekabon ranch, Iran, participated in the study, and they were selected randomly. They were all asked to fill the Multiple Intelligences Inventory for Adults. . Descriptive statistics, independent samples t-test analysis, correlation analysis and one-way analysis of variance (ANOVA) were used to analyze the data. Results revealed differences between gender and the intelligence types of the participants were not statistically significance except the difference between gender and linguistic intelligence which was positive. The relationships between successes in students’ test scores in grammar and bodily-kinesthetic, spatial, and intrapersonal intelligences were negative but statistically significance whereas the relationship between musical intelligence and writing was significant and positive.