Investigating Students with English as a Foreign Language and Their Textbooks: An Application of Multiple Intelligences Theory
Yoones Taase, Adnan Satariyan, Hamid Salimi

Abstract
In the present study, the researchers investigated both English as foreign language (EFL) students and their textbooks using multiple intelligences (MI)theory to identify the type/s of intelligence incorporated in English language teaching (ELT) textbook and whether or not students prefer this/these type/s of intelligence. The participants of this study included 346 teenage students filling Student-Generated Inventory for Secondary Level and Young Adult Learners. Students and their textbooks along with their language proficiency levels were analyzed through multiple intelligences checklist developed by Botelho (2003). The results of the study showed that teaching textbooks are mostly provided for verbal linguistic, interpersonal, visual, spatial, and logical mathematical intelligences. Students, however, preferred all types of intelligences in varying approximate degrees, but among all types of intelligences; interpersonal, and logical mathematical were the students’ first preference. While students’ English language proficiency levels did not show any significant effect on their multiple intelligence inclinations, English textbooks proficiency levels showed a significant effect on the frequency and application of types of intelligences in textbooks.

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