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.
