چكيده لاتين :
This study aims at finding out whether the type of feedback that EFL learners receive during the process of writing paragraphs can have any significant effect on their short and/or long term writing achievement. Multiple Intelligence Theory, as proposed by Gardner (1983), claims that there are at least nine different human intelligences and^ach learner has one dominant personal MI profile. This theory stresses that if individual learner variations are taken into consideration and classroom activities are diversified, there will be a wider variety of learners getting improved in the target language. To investigate the effectiveness of this theory, 127 EFL students at Esfahan University, taking their writing courses with the second researcher, participated in the study. Four groups were formed: control group received tutor response; experimental group .A, peer response; experimental group B, self response; and experimental tgroup C, alternate responses (teacher, peer, and self). The results indicated dhat a statistically significant difference was traced among the groups. The alternate responses group outperformed the other groups and consequently MI approach to teaching writing was proved to be effective in the short and long term improvement of EFL writers.
