An empirical examination of the association between multiple intelligences and language learning self-efficacyamong TEFL university students

The current study investigated the association between multiple intelligences and language learningefficacy expectations among TEFL (Teaching English as a Foreign Language) university students. To fulfillthe aim of the study, 108 junior and senior TEFL students were asked to complete the MultipleIntelligence Developmental Assessment Scales (MIDAS) (Shearer, 1996) and the Learners' Sense ofEfficacy Survey (Gahungu, 2009). Descriptive statistics, correlation analysis and regression analysiswere employed to analyze the data. The findings of correlation analysis indicated that, among thedifferent types of intelligences, Linguistic and Intrapersonal intelligences had strong positivecorrelations with learners' self-efficacy beliefs. The results of regression analysis showed that Linguisticand Intrapersonal intelligences were positive predictors of learners’ efficacy beliefs, whereasMathematical intelligence was the negative predictor of students’ self-efficacy beliefs. All in all, thefindings of the present study contribute to the understanding of the interplay between students’multiple intelligences and their language learning self-efficacy beliefs; furthermore, they convey someimplications for university teachers, material and curriculum developers and language testers.

کلیدواژه ها:

intrapersonal intelligence ، linguistics intelligence ، multiple intelligences ، self-efficacy ، TEFLstudents