The Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students

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dc.contributor.authorGuzmán Brito, Dayana Dailé
dc.contributor.authorJiménez Alvarez, Marisela
dc.contributor.authorBonilla Tenesaca, Josué Reinaldo
dc.date.accessioned2026-06-08T18:55:08Z
dc.date.available2026-06-08T18:55:08Z
dc.date.issued2025-12-25
dc.descriptionVol. 22 Núm. 4 (2025)
dc.description.abstractIntroduction: This study evaluated the effect of an eclectic approach based on Gardner's theory of Multiple Intelligences (MI) on the development of oral expression in A2-level students of English as a Foreign Language (EFL). Starting from the premise that traditional oral language teaching often fails to consider individual cognitive differences, the research proposed that personalizing activities according to students' dominant intelligences would enhance their fluency, accuracy, and confidence when speaking. Materials and methods: A mixed-methods design was used with 19 students from Harvest School. The intervention included an MI assessment, pre- and post-tests administered using rubrics, observations, surveys, and student reflections. A workbook with eclectic activities targeting different intelligences was developed and implemented. Results: Quantitative and qualitative analyses showed significant improvements in oral skills after the intervention. Mean scores for fluency, accuracy, and confidence increased markedly in the post-test. Surveys and observations reflected increased student motivation, participation, and a more positive perception of the activities. Discussion: The results indicate that the eclectic approach integrated with Multiple Intelligences theory is effective in improving oral production at the A2 level, as the personalized activities fostered an inclusive and less anxiety-inducing learning environment. The gains are attributed to meaningful and contextualized practice, and to attention to individual learning styles. Conclusions: The study concludes that integrating an eclectic approach with Multiple Intelligences theory is a viable and effective pedagogical strategy for developing oral expression skills in A2-level EFL learners, and its incorporation into curriculum designs is recommended. Future research with larger samples and longer intervention periods is suggested.
dc.description.sponsorshipUniversidad Bolivariana del Ecuador
dc.identifier.citationGuzmán Brito, D. D., Jiménez Alvarez, M., & Bonilla Tenesaca, J. R. (2025). El enfoque ecléctico como estrategia para potenciar las inteligencias múltiples en el desarrollo de la expresión oral en estudiantes de nivel A2. Maestro Y Sociedad, 22(4), 3780–3789. Recuperado a partir de https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7299
dc.identifier.issn1815-4867
dc.identifier.urihttps://dspace.ube.edu.ec/handle/123456789/3706
dc.language.isoen
dc.publisherMaestro y Sociedad
dc.relation.ispartofseriesPM-PI-B24-01P1-13
dc.rightshttp://purl.org/coar/access_right/c_abf2
dc.subjectMultiple intelligences
dc.subjecteclectic approach
dc.subjectoral skills
dc.subjectmixed methods
dc.subjectpersonalized instruction
dc.titleThe Eclectic Approach to Enhance Multiple Intelligences for Speaking Skills in A2 Level Students
dc.title.alternativeEl enfoque ecléctico como estrategia para potenciar las inteligencias múltiples en el desarrollo de la expresión oral en estudiantes de nivel A2
dc.typeArticle
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