PE 173

The Relationship between the Junior High School EFL Teachers’ Intelligence Types and the Choice of Activities in Synchronous and Asynchronous Web-based Classroom in the Light of Multiple Intelligences Theory

كارشناسي ارشد

زبان و ادبيات انگليسي گرايش آموزش زبان انگليسي

پيام نور رشت

1400/03/03

107ص.

درجه ارزشيابي:خوب

هدي ديوسر

ايمان عليزاده

Asynchronous , synchronous , EFL Classroom , Multiple intelligences theory , Web-based Classrooms

ديوسر،هدي،راهنما , عليزاده،ايمان،مشاور

This study investigated the relationship between Iranian junior high school EFL teachers’ intelligences types and the choice of activities in asynchronous and synchronous web–based classroom in the light of multiple intelligences theory. To attain this goal, 30 Iranian EFL teachers teaching at junior high schools were selected based on convenience sampling to fill out McKenzie’s MI questionnaire (1999). An observation checklist was also used to observe the types of activities employed in their class. To enrich the data, semi-structured interviews were also conducted. The results of the observation checklist showed that the teachers implemented a range of different activities and tasks in both asynchronous and synchronous web-based classes. The results of the Chi-square test revealed that the teachers’ dominant intelligence type did not influence their choice of intelligence-based teaching activities in the asynchronous classes; however, there was a statistically significant relationship between Iranian EFL teachers’ dominant intelligence and the type of intelligence-based activities they used in the synchronous web-based EFL classes. The study has some implications for EFL teachers and instructors.

1400/09/20

منتخبي

64232