چاپ صفحه |  صفحه نخست سامانه |  چکیده مقاله |  نویسندگان |  دانلود مقاله | دانشگاه علوم پزشکی تبریز |
| The present research study attempted to investigate the effects of the cooperative learning method, as advocated by the multiple intelligence theory on Iranian EFL learners’ writing achievement. The study also considered the factor of gender as an individual difference variable on learners’ writing performance. A total of 60 learners participated in the study, including an experimental group of 33 learners and a control group of 27 learners. Whereas the experimental participants received instruction following the authors’ Cooperative Learning/ Multiple Intelligences model, the CLMI, the control group participants were exposed to a traditional method of teaching. A questionnaire based on Gardner’s multiple intelligence theory, the writing section of the Preliminary English Test (Preliminary English Test, 2014), and Top Notch students’ book (2011) were used as the instruments in this study. Statistical analyses of the data collected in this research reported that CLMI was successful in bringing about higher writing achievement when compared with the traditional instructional method. Additionally, the findings revealed that learners valued the variety of cooperative activities supported by Gardner’s (1999) Multiple Intelligence Theory, the opportunities for small-group and wholeclass communication, the clear focus on interactive writing tasks, and the authenticity of inclass instructional activities. |
| نویسنده | نفر چندم مقاله |
|---|---|
| مریم زین العابدینی | اول |
| نام فایل | تاریخ درج فایل | اندازه فایل | دانلود |
|---|---|---|---|
| 1. TFLTA_Journal_spring_14_K_article_preview.pdf | 1399/01/25 | 424285 | دانلود |
