Prediction of English Language Proficiency Level Using Multiple Intelligences Theory and Critical Thinking Skills

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  • Zahra Shahrabi1,
  • Sayyed Mohammad Alavi*2,
  1. Faculty of Foreign Languages and Literature, Department of English Language and literature, University of Tehran, Iran
  2. University of Tehran

Revised: 2016-04-23

Accepted: 2017-12-24

Published in Issue 2017-10-01

How to Cite

Shahrabi, Z., & Alavi, S. M. (2017). Prediction of English Language Proficiency Level Using Multiple Intelligences Theory and Critical Thinking Skills. Journal of Language and Translation, 7(3), 1-11. https://oiccpress.com/ttlt/article/view/15628

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Abstract

The present study investigated the possible relationships between multiple intelligences, critical thinking and language proficiency level of Iranian English as Foreign Language (EFL) learners. The participants of the study included 117 intermediate young - adult EFL learners from ILI language i n- st i tute in Tehran, Iran. The participants were invited to complete MIDAS and Critical thinking que s- tionnaires. To assess the parti cipants’ English language proficiency, they were also asked to take a version of PET test. The results of the Pearson correlations showed that there was a meaningful rel a- tionship between multiple intelligences and critical thinking. A meaningful relations hip was also found between the multiple intelligences and the English language proficiency level as well as the critical thinking and the English language proficiency level of Iranian EFL learners. In addition, the results of the multiple regression showed that both multiple intelligences and critical thinking could predict 45.2% of the English language proficiency level of EFL learners. Our findings also indicated that the multiple intelligences and the critical thinking had a significant contribution to p redict the English language proficiency level of Iranian EFL learners.
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