Abstract :
This study examined the effect of Multiple Intelligence-based Focus on Form on enabling EFL learners to develop both the grammatical knowledge of the target structures (simple present and present progressive) and the ability to use it in written language context. Three different treatments were employed in three experimental groups: Multiple Intelligence-based Focus on Form (MI-FoF) focused on form, meaning, and use, along with learnersʹ strengths and interests in language learning; Focus on Form (FoF) focused on form, meaning, and use; Focus on Meaning (FoM) focused on meaning. The control group, Focus on FormS (Fs), focused on explicit grammar instruction. In an intact group design, involving 218 university students, the outcome of the study, based on both direct (multiple choice questions) and indirect (free composition) types of tests, indicated that the performance of the participants didn’t differ significantly in the four groups in the indirect type of test but the performance of the MI-FoF differed significantly from the other groups in the direct type of test. This result can be attributed to the integration of MI into FoF, which enabled learners to engage in meaningful tasks actively, which, in turn, suggests that insights provided by MI can be very decisive in implementing FoF.
