Impact of Multiple-Intelligence Approach and Traditional Teaching Approach on Educational ESP Attainment and Attitudes of Educational Science Students

The present study attempts to compare teaching based on Gardners multiple intelligences with traditional teaching of English for specific purpose (ESP) in terms of impact on learning achievement and attitudes of educational science students in Babol Payame Noor University. To accomplish this purpose, 40 students taking ESP course in first semester of 2013-2014 academic year were placed into treatment group and control group. ESP was taught to treatment group and control group respectively through multiple-intelligence method and the conventional method for six weeks. Instruments of study were two researcher-made tests about ESP learning and attitudes towards ESP. For analysis of collected data, we used descriptive statistics including mean and standard deviation as well as independent t inferential statistics and 19th version of SPSS software. Findings revealed significant difference in learning achievement and attitudes of students in treatment group and control group. In other words, students being taught through multiple-intelligence method had higher learning achievement as compared with students being taught through traditional method.