The relationship between multiple intelligences and Iranian high school students’ L2 writing achievement

The purpose of the present study was to examine the relationship between 8 types of intelligences and L2 writing achievement. To fulfill this objective, an essay writing task and an 80-item multiple intelligences questionnaire were distributed among 80 third grade male and female students of a high school in Doroud city, Iran. The collected data were analyzed descriptively utilizing central tendency measures, and inferentially using correlation and regression analysis. The results indicated that among different types of multiple intelligences just linguistic intelligence had statistically significant positive correlations with Iranian high school studentsʹ L2 writing achievements. In addition, findings revealed that linguistic intelligence could act as the best predictor of Learners’ L2 writing achievements. The finding of the study can help English language learners, teachers, syllabus designers and material developers.