Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)

Multiple Intelligences, Dialogic-Based Portfolio Assessment, and the Enhancement of Higher Order Thinking

Document Type : Research Paper

Authors

1 Ph.D. Candidate of TEFL, Department of English Language, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Professor of Applied Linguistics, Department of Foreign Languages, Kharazmi University, Tehran, Iran

Abstract

Abstract
Controversy has not been yet resolved among L2 researchers as how to enhance higher-order thinking skills (HOTSs) in EFL contexts. Responding to the growing need to foster thinking skills, many L2 educators have recently attempted to investigate the effect of diverse teaching strategies on HOTS. Yet, few studies have focused on the infusion of Gardner’s (1999) theory of multiple intelligences (MI), dialogic teaching, and portfolio assessment in improving HOTSs. Thus, the present study aimed to explore the impact of MI-oriented dialogic-based portfolio assessment on the higher-order thinking skills of 42 Iranian advanced EFL learners studying at Jehad Daneshgahi Institute, Karaj Branch. The participants in 2 intact classes were assigned to a control or dialogic-based portfolio assessment (DBPA) group and an experimental or MI-oriented dialogic-based portfolio assessment (MIDBPA) group. In the experimental group, the participants’ MI was initially measured through Christison’s (1998) MI checklist to group the participants with the same strong intelligence in 1 group. The MANOVA indicated the superiority of the MIDBPA group over the control group in the use of HOTSs. The findings highlight the virtue of taking participants’ dominant intelligences as a criterion for task selection, even in dialogic-based learning environments, as an instructional technique for the enhancement of HOTSs. Pedagogical implications are discussed, and recommendations for further research are suggested.

Keywords

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Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills)
Volume 33, Issue 4 - Serial Number 4
March 2015
Pages 19-44
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History
  • Receive Date: 26 July 2014
  • Revise Date: 24 May 2015
  • Accept Date: 13 June 2015
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