TY - JOUR ID - 5918 TI - The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced EFL Learners’ Vocabulary Learning JO - Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) JA - TESL LA - en SN - AU - Savojbolaghchilar, Sanam AU - Seifoori, Zohreh AU - Ghafoori, Nasser AD - Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Y1 - 2020 PY - 2020 VL - 39 IS - 2 SP - 169 EP - 201 KW - individual differences KW - Multiple Intelligence-Oriented Tasks KW - Multiple intelligences KW - Thematic Clustering KW - Vocabulary Learning DO - 10.22099/jtls.2020.38332.2877 N2 - Burgeoning research in applied linguistics has underscored the interplay among individual, cognitive, and social variables that can delineate the ultimate attainment in various areas including vocabulary learning and the need to explore how innovative conflation of these dimensions may promote learning outcomes. The present quasi-experimental study examined the impact of Thematic Vocabulary Instruction (TVI) with and without Multiple Intelligence-oriented tasks on advanced EFL learners’ vocabulary learning and scrutinized probable differences among individual learners with varying intellectual propensities. Thus, a stratified homogeneous sample of 80 advanced EFL learners was selected and randomly assigned to four groups; the first and the second experimental groups (EG1 and EG2) received TVI with tasks compatible and incompatible with their dominant intelligence, respectively. The third experimental group (EG3) received TVI focused on coursebook exercises and the control group (CG) received non-thematic instruction based on textbook exercises. A parallel vocabulary test was administered to measure the participants’ vocabulary learning. The research data were analyzed via the Kruskal-Wallis and Mann-Whitney tests and revealed that the EG1 significantly outperformed the other groups and intrapersonally-intelligent learners significantly underperformed their peers in the EG1. The findings underscore the significance of taking individual differences into account and offer a number of pedagogical implications.  UR - https://tesl.shirazu.ac.ir/article_5918.html L1 - https://tesl.shirazu.ac.ir/article_5918_1d243f06a810f297717f446b6d5bd2ad.pdf ER -