The Theoretical Review and Practice of Multiple Intelligences in English Language Teaching

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Mongkolchai Tiansoodeenon
Pragasit Sitthitikul


Learner diversity has been identified as a barrier to language learning and teaching. The purpose of this article was to conduct an analysis of the implementation of Multiple Intelligences (MI) theory in the field of English language teaching. MI theory, as introduced by Howard Gardner (1983), offers a new concept of intelligence, one that has led to a profound questioning of what we call "intelligence". As a result, he proposed an alternative view of intelligence that can be incorporated into the range of abilities, as well as the existence of nine intelligences that are distinct from one another. Several studies have explored the incorporation of MI theory in the realm of language teaching since it provides instructors with a variety of teaching strategies and enhances their ability to design teaching methods to better meet learners’ expectations. Moreover, it recommends multiple testing methods based on all the proposed intelligences to evaluate students’ learning, as not all intelligences can be measured using standardized tests. To implement the theory into pedagogical practice, educators should be cautious when it comes to truly understanding the theory and also be prepared to create a variety of teaching techniques in order to engage all intelligences.

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Tiansoodeenon, M. ., & Sitthitikul, P. . (2024). The Theoretical Review and Practice of Multiple Intelligences in English Language Teaching. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 55–72. Retrieved from
Research Articles
Author Biographies

Mongkolchai Tiansoodeenon, Language Institute, Thammasat University

A full-time lecturer at the Faculty of Liberal Arts at Rajamangala University of Technology Thanyaburi. His areas of interest involve teaching methodology, life-long learning, and English material development.

Pragasit Sitthitikul, Language Institute, Thammasat University

An Associate Professor of the Language Institute, Thammasat University, Thailand. He earned a doctorate in Language and Literacy Studies, with a concentration in second-language reading processes, at the University of Illinois at Urbana-Champaign, USA. His areas of interest include Second Language Literacy, Cognitive and Sociocultural Factors in Second Language Learning, and Intercultural Issues in Second Language Learning.


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