Enhancement of the EFL student's reading comprehension through the the use of their multiple intelligences

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dc.contributor.authorBenali, Rania Sarra
dc.contributor.authorTaibi, Abdesslam
dc.date.accessioned2018-06-28T07:04:55Z
dc.date.available2018-06-28T07:04:55Z
dc.date.issued2016
dc.description.abstractMultiple intelligence theory has enlightened many teachers and educators to explore what may help their students to improve their linguistic components including comprehension. The latter is considered as one major skill that EFL/ESL learners need to master relatively. To comprehend any written text, students are supposed to use some of reading models (top-down, bottom-up) and strategies (skimming, scanning) which would enable them to read and comprehend the reading passage. On the other hand, MI theory explains and interferes in making those linguistic aspects easier and accessible. It is, therefore, assumed that making use of MI during learning in general, EFL students might improve their reading skills including comprehension. So, to achieve such an aim, a questionnaire of 33 items has been administered to 20 middle school teachers who are requested to answer to a number of questions, all of them related to the topic. On the other hand, fifty-three students from Ben Zaoui Ahmed Lamine middle school are put under observation while engaged in various activities and where put their multiple intelligences at work. The findings of the two tools have confirmed the hypothesis which states that EFL students might improve their reading comprehension skills when their multiple intelligences, not all of them, are put at work.ar
dc.identifier.urihttp://hdl.handle.net/123456789/3704
dc.language.isoenar
dc.publisheruniversity of Oum-El-Bouaghiar
dc.subjectSociolinguistique : enseignement : langue (anglais)ar
dc.titleEnhancement of the EFL student's reading comprehension through the the use of their multiple intelligencesar
dc.title.alternativethe case of middle school student'sar
dc.typeOtherar
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