Teaching English As A Foreign Language Using Multiple Intelligences, Cooperative Learning By Taking Into Account The Pupils’ Perceptual Learning Styles

Résumé: This research aims at investigating the effect of implementing Cooperative Learning (CL), Multiple Intelligences (MI), and Perceptual Learning Styles (PLS) on secondary school pupils’ English language proficiency and attitude at Atti Abdelhafid High School. Thereupon, this investigation is based on the hypothesis that, if we implemented cooperative learning activities, incorporating the insights given by Gardner’s theory of multiple intelligences, and the pupils’ perceptual learning styles in secondary school EFL classrooms, these activities and assessments would have a positive effect on pupils’ English language proficiency and attitude. To reach the overarching aim of our research and validate the hypothesis, a quasi-experimental study is adapted to two EFL classrooms (two experimental groups). A sample of 138 first year secondary school pupils (two classes from the scientific stream and two others from the literary stream) were divided into two control groups and two experimental groups and taught for a whole year (2013/2014). Many learning activities adapted from the first year secondary school textbook “At the Crossroads”, and elaborated based on Gardner’s theory of Multiple Intelligences, are used while a Cooperative Learning approach is practised, by taking into account the pupils’ perceptual learning styles in designing the lesson plans. The data for the study are collected from two sources: the first one is from the pupils’ pretest and posttest scores on their language proficiency tests. The pupils’ first, mid and final-term examination marks are also taken into consideration. The second one is the pupils’ questionnaire on attitudes and motivation (after the research experiment), regarding the implementation the various teaching tasks and activities. The results of the study show that the experimental groups that are taught using Cooperative Learning principles , Multiple Intelligences, including Perceptual Learning Styles , outperformed the control groups based on Competency Based Approach (CBA) on the stimulated English proficiency tests for the three skills (listening, reading and writing) and the three achievement school examinations (first, mid and last).

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