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All Journal International Journal of Evaluation and Research in Education (IJERE) IJoLE: International Journal of Language Education
Ishak, Nurhamizah
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Meeting students’ needs: teachers’ practice of multiple intelligences in English as second language classrooms Ariffin, Kamisah; Husin, Misyana Susanti; De Mello, Geraldine; Ibrahim, Mohammad Nor Afandi; Omar, Nur Hidayatulshima; Ishak, Nurhamizah
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27797

Abstract

The multiple intelligence (MI) theory suggests that students learn in different ways based on their intelligence strengths, thus, proposes teachers employ a variety of intelligences to engage students in the teaching and learning process. This study explores the application of MI in the Malaysian English as second language (ESL) classrooms and the extent to which teachers provide instructions that meet the needs of the students in the classroom. Data were procured from a survey questionnaire that gauged teachers’ teaching activities in ESL classrooms under Gardner’s eight constructs of MI: linguistic, logical-mathematical, spatial, interpersonal, intrapersonal, bodily-kinesthetic, naturalist, and musical. Descriptive statistics using mean score and independent sample t-test was employed in the data analysis procedures. The findings reveal that only 58% of the teachers had knowledge of the MI theory, with only 12% having received formal pedagogical training on MI. In addition, the eight intelligences were not practiced equally. Interpersonal, linguistic, intrapersonal, and spatial intelligences seemed to be the most common strategies employed by teachers in their teaching as these MI are usually measured in the standardized tests while naturalistic and musical intelligences were the least frequently integrated as they are not included in the assessment scale in ESL. Such findings have significant pedagogical implications as classroom teachers should acknowledge the different levels of strengths and motivations in learning among the students. The study highlights the need to provide teachers with training and integrating personalized learning, utilizing students’ strong aspects, and employing a variety of teaching methods in the classroom.
Out-of-class English Language Learning and Use among Post-Secondary Malaysian Students Ishak, Nurhamizah
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.71711

Abstract

Out-of-class learning is an additional vital component in successful English language acquisition among proficient ESL users. Thus, this study employed a quantitative research approach to investigate out-of-class English language practice by Malaysian ESL post-secondary students. 106 first-semester Diploma in Tourism Management students at a Malaysian university were the respondents of this study. The respondents were asked to fill in a survey questionnaire about their Malaysian Certificate of Education (SPM) English grade, perceived ability of four language skills (reading, writing, listening, speaking) and vocabulary knowledge in English language, frequency of using the four skills during their free time, and types of vocabulary learning approach they applied. The data was later statistically analysed using frequency, percentage, mean, standard deviation, one-way ANOVA, and simple linear regression tests. Out of the four language skills, the respondents reported they frequently practiced or applied listening skill in the English language the most during their free time, whereas writing is the least used or applied skill. With regards to their self-perceived language skills, most respondents claimed that they have good mastery of reading skill, but writing skill is their Achilles heel. In addition, this study found the respondents’ English language proficiency level (SPM English grade) and perceived language skills influence their frequency of practicing or applying each language skill during their free time. Finally, in terms of their vocabulary learning approach, most respondents said they do not actively try to increase their vocabulary knowledge during their free time. Nevertheless, they tend to unintentionally discover and learn new English words while doing everyday activities.
Co-Authors Ariffin, Kamisah De Mello, Geraldine Husin, Misyana Susanti Ibrahim, Mohammad Nor Afandi Omar, Nur Hidayatulshima