English Majors’ Perceptions of Multiple Intelligences in Learning Speaking Skills at Quy Nhon University

摘要

This study aims to investigate how English-majors’ dominant intelligences and their perceptions of applying these intelligences in developing their speaking skills. The study used a mixed-method design, which involved 100 participants who were all third-year English majors at Quy Nhon University, Vietnam. Quantitative data were collected through an MI inventory and a perception questionnaire, while qualitative data were gathered from semi-structured interviews with 8 participants. Thematic analysis was used to complement descriptive statistical data analysis. The findings show that students possess a balanced MI profile, particularly with intrapersonal and musical intelligences as the most dominant. Although students demonstrated a moderate to high awareness rate of MI, their perceptions towards MI-based classroom activities were generally positive yet varied across different academic achievement levels. Qualitative insights also highlighted that students actively utilize self-regulated learning strategies aligned with their dominant intelligences. These findings have pedagogical implications to design more learner-centred EFL speaking instruction in Vietnamese higher education. The study highlights that nurturing the consciousness of the learners of their MI profiles and diversifying classroom activities can enhance self-interest and autonomy in speaking.