Relationship Between Iranian L2 Learners’ Multiple Intelligences and Language Learning Strategies

Document Type: Research Article


Shahrekord University


L2 learners’ multiple intelligences (MI) profile plays a central role in their
performance on different aspects of language learning, one of which is the use of
language learning strategies (LLSs). Gaining insights into the relationship between
MI and LLSs makes L2 teachers better understand their learners’ strengths and
weaknesses in the use of such strategies and lets them guide the learners better in this
regard. This study was an attempt to explore the (possible) relationship between
Iranian L2 learners’ MI profile and their use of LLSs. The participants were 30 female
learners, aged 13-25, studying in a language institute in Iran. To measure their MI
scores, McKenzie’s MI Inventory (1999) was used, and their learning strategy use
was examined through the Strategy Inventory for Language Learning (SILL). To find
the (possible) relationship between the participants’ overall MI scores and their use of
strategies as well as the (possible) relation between individual intelligences and
strategy use, Pearson product-moment correlation was conducted. The results
revealed a strong positive relation between the participants’ MI scores and their use
of LLSs. Also, strong positive correlations were found between verbal intelligence
and memory and cognitive learning strategies, intrapersonal intelligence and memory
learning strategies, and visual intelligence and cognitive learning strategies. The
findings have implications for L2 pedagogy. Identifying L2 learners’ dominant
intelligences and, accordingly, their strengths and weaknesses in using LLSs as well
as raising their awareness, L2 teachers can increase L2 learners’ strengths and
minimize their weaknesses in using LLSs and improve the efficacy of teaching and
learning LLSs.