MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES
CHÂU VĂN ĐÔN
INTEGRATING MULTIPLE INTELLIGENCES-BASED
ACTIVITIES INTO TEACHING SPEAKING SKILLS
TO EFL LEARNERS
DOCTOR OF PHILOSOPHY THESIS IN THEORY AND
METHODOLOGY OF ENGLISH LANGUAGE TEACHING
HUE, 2019
MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY
UNIVERSITY OF FOREIGN LANGUAGES
CHÂU VĂN ĐÔN
INTEGRATING MULTIPLE INTELLIGENCES-BASED
ACTIVITIES INTO TEACHING SPEAKING SKILLS
TO EFL LEARNERS
DOCTOR OF PHILOSOPHY THESIS IN THEORY AND
METHODOLOGY OF ENGLISH LANGUAGE TEACHING
Code: 9 14 01 11
Supervisor:
Assoc. Prof. TRƯƠNG VIÊN, PhD
HUE, 2019
BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
CHÂU VĂN ĐÔN
INTEGRATING MULTIPLE INTELLIGENCES-BASED
ACTIVITIES INTO TEACHING SPEAKING SKILLS
TO EFL LEARNERS
LUẬN ÁN TIẾN SĨ CHUYÊN NGÀNH LÝ LUẬN
VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH
MÃ NGÀNH: 9 14 01 11
NGƯỜI HƯỚNG DẪN:
PGS.TS. TRƯƠNG VIÊN
HUẾ, 2019
i
STATEMENT OF AUTHORSHIP
The thesis entitled “Integrating Multiple Intelligences-based Activities into
Teaching Speaking Skills to EFL Learners” has been submitted for the degree of
Doctor of Philosophy.
I, the undersigned, hereby declare that I am the sole author of this thesis. I
have fully acknowledged and referenced the ideas and works of others, whether
published or unpublished, in my thesis.
My thesis does not contain work extracted from a thesis, dissertation or
research paper previously presented for another degree or diploma at this or any
other educational institute.
Signature
CHÂU VĂN ĐÔN
ii
ABSTRACT
With the philosophy “Every learner is unique and intelligent”, the Theory of
Multiple Intelligences (MIT) has proved to be a humanitarian and favorable premise
to foster and promote learners’ language skills. Armstrong (2017) remarked while
traditional language teaching and learning programs mainly focus on developing
learners’ linguistic and reasoning skills, MIT proposes there are many other ways in
which learners’ language skills can be developed better. As the major aim of
Communicative Language Teaching (CLT) is to enable students to promote their
speaking skills to achieve progress in communicative competence, EFL instructors
should create favorable conditions for students to develop their speaking skills.
This study was an attempt to investigate the possible effects of integrating
MI-based activities into developing the EFL students’ speaking skills, and then to
find out the students’ evaluation of such an integration of MI-based activities.
Therefore, to attain those two main objectives, the mixed research method was
adopted: the quantitative approach utilizing a quasi-experimental study in which
MI-based activities were integrated into an experiment. The participants were 60
EFL second-year students from the research site, randomly selected on their
voluntary basis and were divided into an experimental group and a control group.
The possible effects of such an integration of MI-based activities into the speaking-
training program were measured via the means of a pre- and post-test and the
questionnaire administered to the experimental group as the two main research
instruments. The qualitative approach, aiming at collecting some supplementary
evidence regarding the participants’ responses. Qualitative data were collected from
30 experimental participants via the evaluation form and the interviews with six
randomly chosen participants from the experimental group.
The findings from the English speaking pre-test and post-test revealed
significant statistical differences between the participants’ test scores of their EFL
oral performances before and after taking part in the instructional intervention. The