Pre-service English as a foreign language teachers' perceptions of the relationship between multiple intelligences and foreign language learning

The relationship between intelligence, language, and learning is a challenging field of study. One way to study how this relationship occurs and works is to investigate the perceptions of advanced language learners. Therefore, this paper reports a study that was conducted to explore 160 pre-service English language teachers' perceptions about which type(s) of multiple intelligence(s) play a role in foreign language learning. The findings of the study indicated that virtually all participants (97%) agreed on making use of all intelligence types in the process of foreign language learning and linguistic intelligence alone does not guarantee success in learning a foreign language. The results of the study also illustrate that multiple intelligences and foreign language learning have an ongoing, complex, and interactive relationship. Finally, a foreign language learning discipline MI profile is suggested.

► Role(s) of different intelligence types in EFL learning are explored.
► Perceptions of 160 pre-service EFL teachers are investigated.
► 97% of the participants believed that linguistic intelligence only is not enough.
► Activation of all intelligence types at varying degrees in EFL is suggested.
► Based on the findings, an EFL discipline MI profile is proposed.