Saudi Intermediate School EFL Teachers’ Views in the Kingdom of Saudi Arabia of the Multiple Intelligences Theory as an Inclusive Pedagogy

Abstract

In this study, the researcher attempted to shed light on Saudi intermediate school EFL teachers’ views of the multiple intelligences theory as an inclusive pedagogy. The purpose of this study was to investigate the impact of multiple intelligences on Saudi intermediate students’ learning of EFL. The study also tried to illustrate the main obstacles that hinder exploiting the multiple intelligences among intermediate schools students from the teachers’ view. It also investigated the impact of the multiple intelligences theory on the students’ understanding of EFL in Saudi classrooms. The methodology used in this study was the descriptive and analytical methodology. The researcher attempted to illustrate Saudi intermediate school EFL teachers’ views of the multiple intelligences theory as an inclusive pedagogy. The sample of the current study consisted of 124 teachers, who reside in Riyadh and teach English as a foreign language. Finally, the results of the study showed that multiple intelligences theory helped to provide learning opportunities to meet the students’ diverse needs. It also helped the teachers to have an accurate picture of students’ skills, abilities, and learning preferences.

Keywords: Multiple Intelligences (MI), Intelligences Theory, English Foreign Language (EFL), Teacher development, English Language Teaching (ELT), TESOL, Saudi Arabia.