Effects of multiple intelligences-based instruction on English language achievement and learner autonomy of Thai tertiary students

Name: Mongkolchai Tiansoodeenon

keyword: Multiple intelligences-based instruction

; Multiple intelligences theory

; English language achievement

; Learner autonomy

; Thai tertiary students

Abstract: Due to the large number of students in English classes in Thailand, many educators are obligated to deal with different learning styles and learners' diverse backgrounds. In response to this uncontrollable phenomenon, Howard Gardner's theory of multiple intelligences proposes a new style of teaching that accounts for individual differences. This study aimed to investigate 1) the extent to which multiple intelligences-based instruction (MI-based instruction) helps improve students’ English achievement ; 2) the extent to which MI-based instruction promotes learner autonomy ; and 3) the perspectives of Thai tertiary students on the incorporation of MI-based instruction into English learning. The quasi-experimental research design was used to assess students' language achievement, while the mixed-method research design was used to assess students' learner autonomy and their perspectives. In this study, 123 participants were selected using the convenience sampling technique. They were divided into two groups: control and experimental. Both groups came from the Faculty of Engineering. The English achievement test, which was developed by the researcher, was used to assess their general English achievement, while the adapted questionnaire from Murase's Measuring Instruments of Language Learner Autonomy (MILLA), the semi-structured interviews, and the teacher's logs were used to assess their learner autonomy and students’ perspectives on MI-based instruction. The results showed that the experimental group improved their listening, speaking, reading, and grammar skills, while their writing skills did not differ from the control group. In terms of learner autonomy, the students in the experimental group demonstrated higher technical autonomy after the MI-based instruction, and the students demonstrated favorable opinions toward the MI-based instruction.

Thammasat University. Thammasat University Library

Address: BANGKOK

Email: preserv@tu.ac.th

Name: Pragasit Sitthitikul

Role: advisor

Created: 2023

Modified: 2025-11-21

Issued: 2025-11-21

วิทยานิพนธ์/Thesis

application/pdf

DOI: 10.14457/TU.the.2022.1673

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: English Language Teaching

Grantor: Thammasat University

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