Abstract :
This study was an attempt to investigate a learning style and multiple
intelligences survey distributed among two groups of senior-level EFL male and
female students to use appropriate techniques and activities for different gender.
Two standardized instruments were used during the data collection process. It
should be noted that a t-test was conducted to conclude the differences between
male and female groups. Since there was the same survey as a data elicitation
instrument, it was possible to easily compare the results from the two groups.
Furthermore, sufficient considerations of both audiences were taken into account
during the design of the survey. The first part of the survey aimed at the students’
desired learning styles and the second part focused on multiple intelligences. Data
analysis displayed the prevailing learning styles and multiple intelligences in each
group. Furthermore, findings revealed that prevailing learning style preferences of
the male group were visual, global, closure-oriented, extroverted, and intuitive
learning style, respectively, whereas the female group preferred mostly a global,
intuitive, closure-oriented, a visual, and finally an extroverted learning style. The
findings of the study indicated that knowing the strengths and potentials of the
male and female students regarding their multiple intelligences and learning styles
would help both language teachers and students in order to make progress,
develop language skills, and select appropriate syllabus designs and language
learning methods.
