چکیده:
This study aims at finding out whether the type of feedback that EFL learners receive during the process of writing paragraphs can have any significant effect on their short and/or long term writing achievement. Multiple Intelligence Theory, as proposed by Gardner (1983), claims that there are at least nine different human intelligences and each learner has one dominant personal MI profile. This theory stresses that if individual learner variations are taken into consideration and classroom activities are diversified, there will be a wider variety of learners getting improved in the target language. To investigate the effectiveness of this theory, 127 EFL students at Esfahan University, taking their writing courses with the second researcher, participated in the study. Four groups were formed: control group received tutor response; experimental group A, peer response; experimental group B, self response; and experimental group C, alternate responses (teacher, peer, and self). The results indicated that a statistically significant difference was traced among the groups. The alternate responses group outperformed the other groups and consequently MI approach to teaching writing was proved to be effective in the short and long term improvement of EFL writers
خلاصه ماشینی:
To investigate the effectiveness of this theory, 127 EFL students at Esfahan University, taking their writing courses with the second researcher, participated in the study.
A third theoretical stance that supports the use of peer response in the writing classroom is based on Vygotsky's (1978) belief that cognitive development is a result of social interaction since in the presence of a more capable 54 A Multiple Intelligence-Based Investigation participant , the novice is drawn into the space of the expert's strategic processes for problem solving (Donato,1994).
60 A Multiple Intelligence-Based Investigation Phase one: Feedback: Short Term Effects -01 Experimental Group(A) First Draft Peer Correction Revision Final Draft Experimental Group (B) First Draft Self Correction Revision Final Draft Experimental Group (C) First Draft Triadic Correction Revision Final Draft Control Group IFirst Draft Teacher Correction Revision Final Draft A Phase one of the study dealt with short term effects of the independent variable- feedback - at four levels (peer, self, tutor, and triadic) on the dependent variable (students' writing performance).
Investigation and Analysis of Hypothesis 2 The second null hypothesis is as follows: "There is no significant difference between triadic and separate responses to students' first drafts in long term improvement of their writing performance".
IJAL, Vol. 9, No. 2, September 2006 69 The results of the post-hoc Scheffe's test (Table 9) indicate that: a)There is a significant difference between the Alternate feedback and the self-response groups.
70 A Multiple Intelligence-Based Investigation Therefore, teacher, peer, and self responses all contribute to the development of learners' writing skill.