Incorporating Multiple Intelligences in Grammar Instruction: A Strategic Framework for Teaching Saudi EFL Learners

Abstract

Conventional EFL Grammar instruction emphasizes rote memorization and rule-based learning, often disregarding students' cognitive strengths. However, recent studies revealed that language instructors could empower their students by customizing grammar lessons to their linguistic, interpersonal, and intrapersonal intelligences. Therefore, this study evaluates which linguistic, interpersonal, or intrapersonal intelligence-based grammar instruction is most effective in Saudi EFL classrooms. This quasi-experimental study devised and implemented an instructional module comprising linguistic, interpersonal, and intrapersonal intelligence over six weeks. Pre and post-test scores were analyzed to determine which intelligence method was most effective in teaching Grammar instruction. A repeated measures MANOVA revealed a significant impact on the scores across all groups following the intervention. It was demonstrated that interpersonal groups showed the highest mean gains, followed by linguistics and intrapersonal groups. The findings suggest that adapting grammar instruction to students' multiple intelligences could significantly enhance grammar learning and effective language acquisition.