| The purpose of this qualitative phenomenological study was to explore the lived experiences of 20 qualified teachers who used the multiple intelligences theory for improving the teaching strategies of English as a Second Language (ESL) at university level. Guided by the modified van Kaam method of analysis, the findings of the study confirmed the importance of multiple intelligences to language acquisition. Collected data were analyzed using NVivo 8.0 software to identify themes regarding the implications of multiple intelligences theory as an instructional plan to improve students? performance. Synthesis of the study findings revealed seven invariant themes. The themes are: (a) using multiple intelligences as integrated domains, (b) integrating multiple intelligences into language learning theories, (c) enhancing multiple intelligences through cooperative learning, (d) using technology for teaching multiple intelligences, (e) incorporating language taxonomies into multiple intelligences, (f) differentiated instruction is compatible with multiple intelligences, and (g) employing authentic assessment in ESL enhances multiple intelligences. Study recommendations include training strategies for ESL teachers to use multiple intelligences in order to improve students? second language acquisition. |
