The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students

Abstract

Introduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.