interpersonal intelligence

The present study aimed at investigating the relationship between interpersonal intelligence of Iranian bilingual and multilingual EFL learners and their reading comprehension achievement. To do so, 60 intermediate EFL students were selected from a group of 80 based on their OPT scores. They were non-randomly divided into two experimental groups. Data collection took place during the summer semester 2017. Once the interpersonal intelligence questionnaire and the reading comprehension test scores had successfully been collected, the results of Pearson product correlation coefficient analyses showed that there was a significant relationship between Iranian bilingual and multilingual EFL learners’ interpersonal intelligence and their reading comprehension achievement: higher interpersonal intelligence was associated with higher levels of reading comprehension achievement and higher statistical significance among bilingual learners. Therefore, it was suggested that Multiple Intelligence Theories could still serve as determining factors in planning programs to teach reading in spite of the theoretical, conceptual, and empirical criticisms of the idea.

The current study aimed to investigate the relationship among English for academic purposes instructors’ interpersonal and intrapersonal intelligence types, language teaching anxiety, and classroom management beliefs taking a correlational research design. To this end, a convenient sample of 98 EAP instructors were asked to complete the excerpted sections of McKenzie’s Multiple Intelligences Questionnaire, Teacher Anxiety Scale, and Behavior and Instructional Management Scale. The results of Pearson product-moment tests revealed a significant negative relationship between interpersonal intelligence and classroom management beliefs while no significant link was observed between intrapersonal intelligence and classroom management beliefs. The same results were obtained for the possible relationship between these two intelligence types and language teaching anxiety. Furthermore, a significant negative relationship was found between EAP instructors’ language teaching anxiety and classroom management beliefs. The multiple regression analysis also showed that interpersonal intelligence could strongly predict EAP instructors’ classroom management beliefs. Furthermore, the two independent samples t-tests demonstrated that language and content instructors differed with regard to their language teaching anxiety and classroom management beliefs in EAP classes. The results were discussed in light of previously existing literature and some pedagogical implications were presented for EAP teacher training courses.