Promoting Moroccan educational system has been the subject of much debate recently. Most teachers’ concern is how to face some unprecedented classroom dilemmas such as large classroom size and the increasing diversity among learners. Teaching theories contend that learners come into the classroom context with different sets of prior knowledge and experiences expecting the teaching styles to be multilayered matching their own individual inclinations. One of the challenges for ELT is to cater for this variety and come up with one particular teaching method that can pour in different baskets and meets a wide range of needs. Accordingly, this paper aims to highlight the merits of Multiple Intelligences theory (MI) in meeting learners’ specific needs. Such an objective is achieved through the experiential learning cycle of Kolb and Fryer (1975) which situates the present study within the tenets of reflective practice research approach. The experience takes place in an ESP classroom, namely, in the High Institution of Tourism at the Faculty of Education in Rabat in Morocco with the participation of 64 learners. Two patterns of results are displayed; firstly, the teacher’s reflection on the teaching experience reveals that learners’ motivation and integration in classroom activities increase in comparison to the year before, and their proficiency in the English language improves as well. The second pattern of result is related to students’ reflection on their own learning experience; accordingly learners feel more autonomous and responsible and they believe that such a method touches their everyone’s need.
|Konular||Eğitim, Eğitim Araştırmaları|
Yayımlanma Tarihi : 15 Eylül 2019
|EndNote||%0 International E-Journal of Advances in Education REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS %A Maryeme Ouchen %T REFLECTION ON MULTIPLE INTELLIGENCES THEORY AS A FRAMEWORK FOR ELT: MEETING ESP LEARNERS’ SPECIFIC NEEDS %D 2019 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 5 %N 14 %R doi: 10.18768/ijaedu.593499 %U 10.18768/ijaedu.593499|