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Hajmalek, Mohammad Mahdi, Ghahremanian, Somayeh. (1404). Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective. , (), -. doi: 10.22034/jls.2025.144299.1287
Mohammad Mahdi Hajmalek; Somayeh Ghahremanian. "Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective". , , , 1404, -. doi: 10.22034/jls.2025.144299.1287
Hajmalek, Mohammad Mahdi, Ghahremanian, Somayeh. (1404). 'Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective', , (), pp. -. doi: 10.22034/jls.2025.144299.1287
Hajmalek, Mohammad Mahdi, Ghahremanian, Somayeh. Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective. , 1404; (): -. doi: 10.22034/jls.2025.144299.1287

Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 25 آذر 1404    اصل مقاله (1.44 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2025.144299.1287
نویسندگان
Mohammad Mahdi Hajmalek* 1؛ Somayeh Ghahremanian2
1Assistant Professor, Department of English Language, Faculty of Humanities, Khatam University, Tehran, Iran.
2M.A. in TEFL.Department of English Language, Khatam University, Faculty of Humanities, Tehran, Iran.
چکیده
Despite strong arguments to posit Multiple Intelligences (MI) within positive psychology (PP), a notable gap remains in the existing literature in this regard. The present quantitative study aimed to address this shortcoming by examining the relationship between MI and Grammatical Complexity, Accuracy, and Fluency (CAF) in EFL learners’ writing to support learners’ engagement, enjoyment, and autonomy. For this purpose, 244 EFL learners between the age of 18 to 37 completed the Persian version of McKenzie’s MI Inventory and an essay writing task. MI showed no significant relationship with accuracy and complexity; however, multiple correlation, regression, and partial correlation analyses indicated that while verbal and interpersonal intelligences significantly predicted fluency in writing, intrapersonal intelligence negatively predicted it, regardless of individuals’ age and gender. The findings are hoped to enhance our understanding of the role of MI in language learning and performance, particularly in writing skill, and help L2 practitioners deliver more accurate, accommodating, and individualized writing instruction.
کلیدواژه‌ها
CAF؛ L2 writing؛ Language skills؛ multiple intelligences؛ positive psychology
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