. (2025). Utilizing the Multiple Intelligences Theory to Develop Al-Azhar Model Primary Institute Pupils’ EFL Linguistic Competence and Their Metalinguistic Awareness.. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(141), 407-437. doi: 10.21608/sec.2025.427047
. "Utilizing the Multiple Intelligences Theory to Develop Al-Azhar Model Primary Institute Pupils’ EFL Linguistic Competence and Their Metalinguistic Awareness.". دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40, 141, 2025, 407-437. doi: 10.21608/sec.2025.427047
. (2025). 'Utilizing the Multiple Intelligences Theory to Develop Al-Azhar Model Primary Institute Pupils’ EFL Linguistic Competence and Their Metalinguistic Awareness.', دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 40(141), pp. 407-437. doi: 10.21608/sec.2025.427047
. Utilizing the Multiple Intelligences Theory to Develop Al-Azhar Model Primary Institute Pupils’ EFL Linguistic Competence and Their Metalinguistic Awareness.. دراسات تربوية ونفسية. مجلة کلية التربية بالزقازيق, 2025; 40(141): 407-437. doi: 10.21608/sec.2025.427047
Utilizing the Multiple Intelligences Theory to Develop Al-Azhar Model Primary Institute Pupils’ EFL Linguistic Competence and Their Metalinguistic Awareness.
The current study aimed at developing Al-Azhar model primary institute pupils’ EFL linguistic competence and their metalinguistic awareness via the multiple intelligences theory. The quasi-experimental design was adopted in the study. Forty EFL pupils enrolled in the sixth year of Al-Safwa model primary institute in Zagazig, Egypt during the first semester of the academic year 2023/2024 were selected to be the participants of the study. They were specified equally into two groups, experimental and control. The experimental group was taught using the multiple intelligences theory, whereas the control one received regular instruction. Data were collected through an EFL linguistic competence test, and an EFL metalinguistic awareness scale designed by the researcher. These instruments were pre-and post-administrated to both groups. The results revealed that a) the experimental group pupils outperformed the control group ones in the post-administrations of both the EFL linguistic competence test and a metalinguistic awareness scale, b) the experimental group did significantly better in the post-administrations of the EFL linguistic competence test and an EFL metalinguistic awareness scale than in the pre-administrations, and c) the effect size of the theory was found to be high and positive. Consequently, it is recommended to use the multiple intelligences theory to promote EFL linguistic competence and EFL metalinguistic awareness.
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