INTEGRATING MULTIPLE INTELLIGENCES THEORY IN PAKISTANI UNDERGRADUATE ESL CLASSROOMS: ENHANCING THE ENGLISH PROFICIENCY OF LOW-ACHIEVING LEARNERS

Abstract

This study examines the effectiveness of Howard Gardner’s Multiple Intelligences (MI) theory in improving the English language proficiency of low-achieving undergraduate ESL learners in Pakistani universities. Given the persistent challenges of low English proficiency at the tertiary level, the study investigates whether MI-based instructional strategies can offer an effective alternative to traditional teacher-centred approaches. Using a quasi-experimental design, two intact classes of non-English major undergraduates were selected: the experimental group received MI-informed instruction, while the control group followed conventional teaching methods. The intervention lasted sixteen weeks and incorporated activities targeting diverse intelligence domains, including linguistic, interpersonal, intrapersonal, musical, and bodily-kinesthetic intelligences. Data collected through pre- and post-tests, motivation questionnaires, and classroom observations revealed that the experimental group demonstrated significantly greater improvement in listening, reading, and writing skills, along with increased motivation and engagement. The findings suggest that MI-based instruction provides a viable framework for differentiated teaching and supports the learning needs of low-proficiency ESL undergraduates in Pakistan.