MULTIPLE INTELLIGENCES THEORY AS A TRIGGER FOR POSITIVE AND COMPREHENSIBLE READING INPUT

Abstract

This study aimed to explore the difference of applying Multiple Intelligences (MI) theory and conventional method as reading input among Turkish L2 learners (20-25). Particularly, the study attempted to reveal the impact of MI on the B1 students in the language school in Istanbul, Türkiye. In accordance with this goal meticulous literature review and subsequent experimental method design were done, where 30 L2 male and female students participated. The group previously was exposed to traditional reading methods. First, the pretest was applied to be familiar with current state of reading abilities level. Second, introduction and application of MI survey and MI treatment were conducted as well. Third, the posttest was applied to identify the impact of MI theory on learners’ reading abilities. In order to obtain the aforementioned data, the Pretest and Posttest rubric and MI survey were used. As a result, the findings demonstrated positive impact of traditional and MI methods. Nonetheless, MI means surpassed the conventional methods to certain extents, in other words, students' interest increased vastly. It should also be noted that MI approach as a reading input tool worked best for recalling the read information ability. The results may be used by educators, teachers, and material developers to create the entertaining, interesting, and authentic environment for enhancing students' motivation to read.