The perceptions of EFL pre-service teachers at a university regarding the utilization of multiple intelligences in teaching English speaking skills for high school students

Abstract

This thesis examines the perceptions of EFL pre-service teachers at Can Tho University concerning the integration of Howard Gardner's Multiple Intelligences Theory (MIT) in teaching English speaking skills to high school students. The study employs a quantitative approach, surveying participants from the English Teacher Education program. Findings reveal a varied range of confidence among EFL preservice teachers in applying MI principles, with significant implications for lesson planning and assessment strategies. The research confirms the utility of MIT in enhancing pedagogical methods, fostering inclusive and engaging learning environments, and highlighting the necessity for robust training programs that bridge theoretical knowledge with practical application. The study aims to contribute to the broader discourse on improving teacher education programs to equip future educators witheffective,diverseinstructionalstrategiesthatcatertoalllearningstyles.