An Evaluative, Experimental Study for English for Palestine Textbooks Based on Multiple...

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An Evaluative, Experimental Study for

English for Palestine Textbooks Based on Multiple Intelligences Theory

A dissertation presented to the Institute of Arab Research and Studies The Arab League

Cairo

In fulfillment of the requirements for the degree of Ph.D. in Teaching English as a Foreign Language

Majida "Mohammed Yousef" Dajani

Supervised By

Prof. Salah A. El-Araby

The American University

Cairo

TEFL Programs Consultant

Egypt-Cairo April - 2009

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The Institute of Arab Research and Studies

The Arab League Egypt - Cairo

Supervisory Committee Approval

of a Dissertation Submitted by

Majida "Mohammed Yousef" Dajani

This dissertation has been read by each member of the following supervisory committee and by majority vote has been approved.

___________________ ___________________

Prof. Salah A. EL-Araby

___________________ ___________________ Prof. Jaber Abed Alhamid

___________________ ____________________ Prof. Zainab Al-Najjar

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Acknowledgements

I would like to express my great and deep gratitude to Professor Salah A. El-Araby who inspired me with his wealth of experience, support, guidance, patience, trust and dedication, and who brought me up to a higher and whole new stage of my life. He showed me different ways to approach a research problem and the need to be persistent to accomplish my goal.

My deepest appreciation goes to my dissertation committee members, Dr. Jaber Abd Alhamid and Dr. Zeinab Alnajjar for their suggestions and constructive criticism.

I would like to thank Dr. Hazem Najjar who has advised me patiently in details on how to create academic writing and oriented me toward APA style. He edited the first version of this dissertation and gave very insightful comments.

I am greatly indebted to Sayed Sa'ad for editing the second version of my dissertation. His detailed comments and insights have been of great value to me.

I am indebted to the following people for their assistance, creativity, insights and patience: to my colleagues Muhammed Abed-Alhadi Hussein, Jamil Hamami, Abed Al-Moueen Hamami, Jeanne Kattan, Hanan Sharabati, Itidal Abu Hamdieh, Aref Husseini, Mohammad Faquih, Othman Amer, Ruba Al-Ajrab, Samah Iriqat, Bahira Shweiki, Fattenah Dweik, Eman Eid, Mohammad Jaber, Hassan Nasser, Nafeeseh Ibrahim, Reema Al-Assi, Thaera Arafat and her husband Nihad Hamoudeh for their thoughtful concerns and support.

Special thanks are extended to all ELT experts, supervisors, teachers and administrators who have spared no time to offer help and support and to help in evaluating the Palestinian English curriculum "EFP".

I also thank the authors of EFP and the supervisory committee for their comments and many suggestions on earlier drafts of this work.

I would like to thank the 6th Grade students at Al-Iman Schools, for their inspiration and help. Thanks are extended to all the students I taught over the 18 years; they encouraged me to create new ways of thinking and new ways for solving problems.

I would like to express my gratitude to my parents, brothers and sisters, who are my beloved ones and who nurtured me with all they can and with all their hearts. I would like to take this opportunity and thank Ahmad Fuad's family, especially his wife and his sons (Islam, Hisham, Mohammed and Omar) for their emotional support during my program of study. I would also like to extend my thanks to Rida and his wife Dalal for their emotional support during this year.

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Abstract

This current study evaluates English for Palestine (EFP) textbooks from grade one to grade eight in the light of MIT in order to determine EFP intelligence profiles. This evaluation was carried out by the researcher and by a stratified sample of 530 respondents from experts, teachers and supervisors from Jerusalem and West Bank areas. The researcher believes that this research is mainly significant because it uses MIT as a framework for textbooks evaluation and development for effectively improving the quality of teaching and learning English as a foreign language.

It should be noted that intelligences are within individuals but the use of the

term intelligence in relation to textbooks refers to the presence of elements in the textbook activities that help to enhance the intelligences in Palestinian English language learners. EFP either the SB or the WB should serve as channels for effectively teaching English as a foreign language and for developing and enhancing all the intelligences and the skills that students will probably need in real life situations.

Moreover, this study experiments the effect of the use of MIT on improving sixth grade achievements in English language classrooms at the school level and at the AMIDEAST standardized level. Lesson plan suggestions are offered for using MIT as a paradigm for modifying foreign language learning activities to engage all intelligences in each individual during classroom instruction.

Regarding textbook evaluation, results conducted by the researcher and by the

ELT experts, teachers and supervisors, show that the activities in the textbooks analyzed mainly cater for five intelligences: V/L, B/K, V/S, IE and L/M intelligences with a percentage of approximately 77%. Results likewise indicated that IA, M/R, and NI intelligences are less addressed in the textbooks analyzed with a percentage of 23%. Therefore, the MI Profile of "EFP" G1-G8 is mainly concerned with five intelligences V/L, B/K, V/S, IE and L/M.

Regarding the experimentation of the effect of applying the MIT on six grade's

achievement, results showed better achievement on standardized tests and school achievement tests. The results reflect higher post-test scores in the AMIDEAST standardized test (Pre-test: M = 35.59 SD= 8.256) (Post-test M =40.73 SD=6.174). The results similarly revealed that despite having no statistically significant difference in the pre and post-test scores in school achievement tests, the relative gain scores suggest that students got higher achievement scores in the second semester (Pre-test: M = 76.45 SD=17.265) (Post-test M =78.45 SD=16.393). The results suggest that by addressing students' intelligences and challenging them with various learning resources may lead to greater learning and greater achievement either at the standardized level or at school level.

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The results of the present analysis of EFP G1-G8 have shown the need to supplement and complement EFP textbook activities as well as preparing additional lesson plans based on the MIT. Suggestions on exploitation and supplementation of EFP textbooks were made in order to include most intelligences in English language instruction.

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Table of Contents Chapter One 1. Introduction and Background 14 1.1. Background of the Study 19 1.2. Statement of the Problem 21 1.3. Purpose of the Study 21 1.4. Significance of the Study 22 1.5. Research Questions 23 1.6. Design, Instrumentation and Data Collection Procedures 23 1.7. The Limitations of the Study 24 1.8. Reasons for Choosing Grades 1-8 24 1.9. Reasons for Choosing the Eight Intelligences 24 1.10. Operational Definitions of Terms 25 Summary 26 Chapter Two Literature Review 2. Introduction 27 2.1. Concepts of Intelligence 27 2.2. Gardner's View of Intelligence and the Theory of Multiple Intelligences

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2.3. Multiple Intelligences and Education 40 2.4. The Application of Multiple Intelligence Theory to English Language Teaching

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2.5. Language Teaching Method and Multiple Intelligences 42 2.6. The Theory of Multiple Intelligences Reflects Different Themes 43 2.7. Studies on Multiple Intelligences 49 Summary 56 Chapter Three

Methodology and Application: The Evaluative Study 3. Introduction 57 3.1. The Subjects of the Study 57 3.2. The Instrument (TEQ, 2007) 59 3.3. Piloting the Instrument 60 3.4. Administration of the Instrument 60

3.5. The Analysis of EFP Gs 1-8 Activities 60 3.5.1. The Procedures 60 3.5.2. Methods of Analysis 61 3.6. Results and Discussion for the First Part of the Study 62 3.7. The Second Part of the Study: The Evaluation of Palestinian Experts, Teachers, and Supervisors' of EFP Based on the Theory of

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Multiple Intelligences 3.8 Summary of Data Analysis 107 Summary 109 Chapter Four Discussion of Results 4. Introduction 1104.1. Discussion of Results 110 4.1.1. The Intrapersonal Intelligence (IA) 110 4.1.2. The Musical/Rhythmic Intelligence (M/R) 114 4.1.3. The Naturalist Intelligence (NI) 122 4.1.4. The Verbal/Linguistic Intelligence (V/L) 126 4.1.5. The Bodily/Kinesthetic Intelligence (B/K) 129 4.1.6. The Visual/Spatial Intelligence (V/S) 134 4.1.7. The Interpersonal Intelligence (IE) 140 4.1.8. The Logical/Mathematical Intelligence (L/M) 143 Summary and Conclusion 148 Chapter Five Experimenting EFP

5. Introduction 150 5.1. Subject of the study 150 5.2. The Teacher 150 5.3. Research Method 150 5.4. Data Collection Techniques 151 5.4.1. Classroom Observation and Reflection 152 5.4.2. Instruments 152 5.4.2.1. Achievement and Standardized Tests 152 5.4.2.2. The Multiple Intelligences Inventory 152 5.4.2.3. Family Letters 153 5.4.2.4. Interviews 153 5.5. Results 153 5.6. Discussion of Results 156 5.7. The Limitations of the Experimental Study 158 Summary 158

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Chapter Six Summary, Conclusions and Recommendations

6.1. Summary, Conclusions 159

6.2. Recommendations 162

References 165

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List of Tables

Table (1) Population of the Study Identified by Class 57 Table (2) Population of the Study Identified by Place of Work 58 Table (3) Population of the Study Identified by Job 58 Table (4) The Overall Correlation and the Correlation of Each Sub-Scale for the "Textbook Evaluation Questionnaire"

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Table (5) Textbook Intelligence Profile of EFP G 1 63 Table (6) Textbook Intelligence Profile of EFP G 2 67 Table (7) Textbook Intelligence Profile of EFP G 3 70 Table (8) Textbook Intelligence Profile of EFP G 4 73 Table (9) Textbook Intelligence Profile of EFP G 5 76 Table (10) Textbook Intelligence Profile of EFP G 6 79 Table (11) Textbook Intelligence Profile of EFP G 7 82 Table (12) Textbook Intelligence Profile of EFP G 8 85 Table (13) Multiple Intelligence Profile of EFP Gs 1-8 89 Table (14: A) Experts' Evaluation of G 1 91 Table (14: B) Teachers' Evaluation of G 1 91 Table (14: C) Supervisors Evaluation of G 1 92 Table (14: D) Experts, Teachers and Supervisors' Evaluation for G 1

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Table (15: A) Experts' Evaluation of G 2 93 Table (15: B) Teachers' Evaluation of G 2 93 Table (15: C) Supervisors' Evaluation of G 2 94 Table (15: D) Experts, Teachers and Supervisors' Evaluation for G 2

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Table (19: A) Experts' Evaluation of G 6 101 Table (19: B) Teachers' Evaluation of G 6 101

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Table (19: C) Supervisors' Evaluation of G 6 102 Table (19: D) Experts, Teachers and Supervisors' Evaluation for G 6

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Table (22): Multiple Intelligence Profile of EFP G 1-8 All Grades by All (Experts, Teachers, Supervisors)

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Table (23: A) A Summarizing Table for all Textbooks Intelligences Profiles Identified by the Researcher for Discussing the Results

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Table (23: B) A Summarizing Table for all Textbooks Intelligences Profiles Identified by Experts, Teachers, and Supervisors for Discussing the Results (Means)

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Table (23: C) A Summarizing Table for all Textbooks Intelligences Profiles Identified by Experts, Teachers, and Supervisors for Discussing the Results (Percentages)

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Table (23: D) A Summarizing Table for all Textbooks Intelligences Profiles Identified by All (Experts, Teachers, Supervisors and the researcher for discussing the results

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Table (24) First Hypothesis 153 Table (25) Second Hypothesis 154 Table (26) Third Hypothesis 155 Table (27) Fourth Hypothesis 156

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List of Figures

Figure (1) Book One MI Profile 63 Figure (2) Book Two MI Profile 67 Figure (3) Book Three MI Profile 70 Figure (4) Book Four MI Profile 73 Figure (5) Book Five MI Profile 76 Figure (6) Book Six MI Profile 79 Figure (7) Book Seven MI Profile 82 Figure (8) Book Eight MI Profile 85 Figure (9) EFP MI Profile Gs 1-8 89 Figure (10) School Achievement Test Results in First and Second Semesters

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Figure (11) AMIDEAST Evaluation Test Results in First and Second Semesters

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Figure (12) School Achievement Tests Versus AMIDEAST Evaluation Tests Results

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Figure (13: A) Water Cycle Diagram 378 Figure (13: B) Water Cycle Diagram 379 Figure (14) Intrapersonal Chart 379 Figure (15) The Water Cycle 381

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List of Appendices

Appendix (1) The Instrument (Textbook Evaluation Questionnaire (TEQ): 2007)

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Appendix (2) Criteria for Identifying the Eight Multiple Intelligences of EFP

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Appendix (3) Grade One Pages 201 Appendix (4) Grade Two Pages 204 Appendix (5) Grade Three Pages 207 Appendix (6) Grade Four Pages 210 Appendix (7) Grade Five Pages 213 Appendix (8) Grade Six Pages 216 Appendix (9) Grade Seven Pages 219 Appendix (10) Grade Eight Pages 223 Appendix (11) Subjects' Evaluation for EFP G 1 226 Appendix (12) Subjects' Evaluation for EFP G 2 242 Appendix (13) Subjects' Evaluation for EFP G 3 258 Appendix (14) Subjects' Evaluation for EFP G 4 274 Appendix (15) Subjects' Evaluation for EFP G 5 290 Appendix (16) Subjects' Evaluation for EFP G 6 306 Appendix (17) Subjects' Evaluation for EFP G 7 322 Appendix (18) Subjects' Evaluation for EFP G 8 338 Appendix (19) Subjects Evaluation for all Grades 354 Appendix (20) Walter McKenzie Multiple Intelligences Inventory

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Appendix (21) Family Letters 363 Appendix (22) Researcher's Reflections 366 Appendix (23) Aref Al-Husseini Reflection 367 Appendix (24) Kimball's Permission 368 Appendix (25) Students' Reflections 369 Appendix (26: A + B) Teachers' Manual and Websites 372

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List of Abbreviations

AF Affective Filter AMIDEAST American-Mideast Education and Training Services ASCD Association for Supervision and Curriculum Development B/K Bodily/Kinesthetic EFP English for Palestine EI Existentialist Intelligence ELCNT English Language Curriculum National Team GRE Graduate Record Examination IA Intrapersonal IE Interpersonal IQ Intelligent Quotient L/M Logical/Mathematical MI Multiple Intelligences MIT Multiple Intelligences Theory MOE Ministry of Education M/R Musical/Rhythmic NI Naturalist Intelligence PCDC Palestinian Curriculum Development Center SAT Scholastic Aptitude Test SB5 Stanford Binet Five SB Student's Book TB Teacher's Book V/L Verbal Linguistic V/S Visual/Spatial WB Work Book

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Chapter One

Introduction and Background

1. Introduction

Since the publication of Howard Gardner's book "Frames of Mind" in (1983), there has been a surge of interest in the field of multiple intelligences (henceforth, MI). In his book, Gardner outlined the theory of MI. Intelligences are considered tools for learning, acquiring new knowledge, solving problems, creating and offering services that are valuable in one's culture (Gardner, 1983, 1999, 1995, 2004, 2006).

Intelligence has generally been defined as a finite set of independent abilities operating as a complex system. It is the act of processing information in a way that enables an individual to solve problems and create products or strategies to successfully function in a particular situation (Feuerstein, 1982; Gardner, 2000; Caine and Caine, 1994; 2001). Several attempts to measure intelligence have emerged (Gardner, 1999), foremost among them is the Intelligence Quotient (henceforth, IQ), which attempts to measure intelligence by giving it quantitative value. IQ tests contain mathematical, linguistic and logical problems or sequences, reasoning, or memory skills. Test-takers are placed into categories of indicating varying intellectual grades. The Wechsler Scales and Stanford-Binet are the two most widely used standardized tests of intelligence.

The IQ test is based on the assumption that there is a directly proportional relationship between IQ and success rate. As the IQ increases, success rate increases (up to 100 is average, 120-150 is above average, 150-180 is genius, and 180 and above is mensa level1"). The highest recorded IQ is 228 by Merilyn Vo Savant a columnist for Parade Magazine. According to her score and label of mensa, she should have made an amazing contribution to mankind. J. D. Salinger, on the other hand, had an IQ of 104 and was able to manage the writing of some book called "The catcher in the Rye". Thus, the assumption has been challenged and criticized. The most important criticism that has been made against IQ tests is the absence link between cognitive ability and personal productivity.

For example, Davis et al (2000) explain that, "not only must the intelligence be

valued, its products must be valued in at least one cultural context. Otherwise, particular abilities both will not be noticed, and if noticed, will likely be seen as pathological"(p. 121). Andrews and Lupart (2000) criticize the IQ tests by saying that, "intelligence tests are poor measures of adaptive ability, which is an important factor in assessing intelligence" (p. 121). Like Andrews and Lupart, Thornton (2002)

1 It is an exceptional level of intelligence.

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emphasizes that intelligence is "the capacity to solve problems and interact with the world in adaptive ways" (p. 179).

Holmes (2003) maintains that, "the notion that the best way to measure

someone's ability is through his/her IQ is gradually being eroded. Moreover, this has implications for the way that we approach lifelong learning. As the body of research grows that suggests that the most intelligent people are not necessarily the most successful, organizations are recognizing that all-round ability holds the key to success. And, if that's the case, we should develop all-round skills to maintain our position in the workplace" (p. 111).

Sternberg (1996) and Sternberg & Grigorenko (2004) state that academic intelligence of the kind of IQ tests matters, but not much really. Successful intelligence goes beyond getting high marks on academic or school tests and high scores on IQ-like tests. It involves the skills that discriminate between those who can translate good thinking into effective and productive actions in society, and those who cannot. And, because successful intelligence can be taught, it is something that anyone can acquire. Intelligence is teachable and educable or in the words of other researchers intelligence is learnable (Perkins, 1998).

Lazear (1991) and Bransford, Brown and Cocking (1999) likewise explain the teachabiltiy of intelligence. They affirm that intelligence is learnable. It can be taught and learned and that learning usually changes the physical structure of the brain and those different parts of the brain may be ready to learn at different times. Learning is the result of strengthening connections in the brain's neural network. The more a pattern is activated, the stronger the connections will become.

As most of research affirm that not only does the brain have plasticity, it also appears that intelligence in the broadest sense can continue to develop throughout life; throughout the innumerable, varied experiences an individual encounters. The pioneering work of Reuven Feuerstein (1982), Director of the Center for the Development of Learning Potential in Jerusalem (Bar Ilan University), shows that intelligence is not a static structure but open and dynamic system that can continue to develop throughout one's life. It depends on the quantity and the quality of learning experiences he/she receives.

Howard Gardner who is a distinguished American cognitive psychologist and a professor of cognition and education at Harvard Graduate School and the co-director of the Project Zero challenges the traditional views of intelligence. According to Gardner (1999a), "intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. "In his views", assessment must cast a wider net to measure human cognitive abilities more accurately" (Cited in Gillman, 2001). Based on his experimental and developmental studies, he concludes that human cognitive competence actually is "pluralistic rather than unitary in design" (Gardner,

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1991, p. 13). Hence, Gardner does not see intelligence as monolithic "capacity," thing or "gift," but "intelligence" includes a set of dispositions and is thus multiple rather than unified" (Propper, 2000, pp. 1-2). Therefore, he set about studying intelligence in a systematic, multi-disciplinary, and scientific manner, drawing from psychology, biology, neurology, sociology, anthropology, arts and humanities (Gillman, 2001). Gardner (1991) explains that learners of any subject will make greater progress if they have the opportunity to use their areas of strength to master the necessary material. He recommends that teachers use a wide variety of ways and techniques to deal with the subject because "genuine understanding is most likely to emerge and be apparent to others … if people possess a number of ways of representing knowledge of a concept or skill and can move readily back and forth among these forms" (p. 13). Gardner (1999) initially proposed seven basic intelligences "the first two are ones that have been typically valued in schools (verbal/linguistic and logical/mathematical intelligence); the next three are usually associated with arts (visual/spatial, musical/rhythmic, bodily/kinesthetic intelligence); and the final two are what Howard Gardner called personal (interpersonal and intrapersonal intelligence)" (p. 41). MI are not a set of programs or fixed techniques, but a philosophy of education and an attitude towards teaching and learning. He points out that his model is a tentative formulation. He or other researchers may identify new intelligences that meet his basic eight criteria. For example, naturalistic intelligence (1997) has recently been accepted as an eighth intelligence. Gardner has assumed the existence of other intelligences, including spiritual and existential. Unlike other psychologists, Gardner did not rely heavily on the instruments used by psychometric tests when he researched human intelligences. He emphasized that intelligences must meet his eight criteria to be considered intelligence. Gardner (1999) explains:

I laid out a set of eight separate criteria. I combed the relevant scientific literature for evidence on the existence of many candidate faculties. The eight criteria that Gardner's considered were based on: biological sciences, developmental psychology, logical analysis and traditional psychological research. The criteria are: 1) "the potential of isolation by brain damage", 2) "evolutionary history and evolutionary plausibility", 3) "identifiable core operation or set of operations", 4) "susceptibility to encoding in a symbol system", 5) "a distinct developmental history, along with a definable set of expert 'end-state' performances", 6) the existence of idiot savants2",

yet they have , reading or writing, are a group of humans that are incapable of learning:iot savantsId 2

unlimited access to specific, accurate knowledge in the fields of mathematics, music and other precise areas. Dustin Hoffman made idiot savants famous in the Hollywood movie "Rain Man". He played the role of Raymond, a mathematical genius able to keep track of cards at the casino, yet unable to go to the bathroom alone or to make simple decisions about what clothes to wear or foods to eat. Modern science cannot explain this phenomenon.

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prodigies3",, and other exceptional people, 7) "support from experimental psychological tasks, and 8)"support from the psychometric findings (pp. 35-41). Gardner (2004) proposed two additional intelligences, the "mental searchlight

intelligence" and "the laser intelligence. He claimed that people with high IQ test scores have "a mental searchlight which allows them to scan wide spaces in an efficient way, thus permitting them to run society smoothly". Whereas, as Waterhouse (2006a) has stated, specialists in arts, sciences, and trades are more likely to have a laser intelligence, that permits them to generate "the advances (as well as the catastrophes) of society" (p. 217). However, Gardner has not yet theorized the connection between mental searchlight and laser intelligence and his other eight intelligences because they do not meet his basic criteria that each of the intelligences must meet in order to be considered intelligence.

Researchers, like Lazear (2003), working on MI have suggested that we all have all of these intelligences, but not all of them are developed equally, and thus we do not know how to use them efficiently. He also states, "it is usually the case that one or two intelligences are stronger and more fully developed than the others. However, this need not be a permanent condition. We have within ourselves the capacity to activate all of our intelligences" (p. 6)! Like Lazear (2003) many researchers (Armstrong, Kennedy & Coggins, 2002) are looking at intelligences as tools that can be enhanced, amplified, activated and trained. They consider intelligence something that is continually expanding and changing throughout one's life. Recently, multiple intelligence theory (henceforth, MIT) has been embraced by many educators with abundant enthusiasm as a tool for understanding, recognizing and effectively meeting the different learning needs of their students (Armstrong, 2000 and 2003; Hoerr, 2004 and 2007; Lazear, 2003; Sherman, 2006). Gardner's MIT has been applied to foreign language teaching and learning by many scholars including Michael Berman (1998, 2002) and Rosie Tanner (2001) who were the pioneers in this field to the best of the researcher knowledge. In his leading work "A Multiple Intelligences Road to an ELT Classroom, (1998)", Berman provides an outline of the theory and devotes one chapter to each of the intelligences to illustrate the variety of exercises, activities and tasks that can be used in the EFL/ESL lessons to cater for that intelligence type of practice. In his subsequent book entitled "ELT through Multiple Intelligences, (2001)", he elaborates the topic further, providing EFL teachers with a new selection of stimulating and challenging exercises aimed at various intelligence types (Palmberg, 2001). Berman provides teachers with different tools and techniques which shift the emphasis from being a teacher-centered to learner-centered approach. Moreover, Bruce Campbell with the help of his wife Linda Campbell and the guest editor Dee Dickinson are considered the ones who put the flesh of action on the

They are the ones who master one or more skills or . are persons who have extraordinary talent:Prodigies 3

art at an early age like Mozart, Beethoven, Rubinstein and many others. (The term miracle person, wonder person is sometimes used as a synonym for prodigy).

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bones of thinking in their book "Teaching and Learning Through Multiple Intelligences, (2004)". Similarly, Lazear, who is considered a MIT advocate, has provided EFL teachers with various teaching techniques and strategies that help learners transfer the intelligences from classroom life to the life outside the classroom walls. He also provides teachers with different authentic ways of assessment for incorporating the seven intelligences in his leading books: "Higher-Order Thinking: The MI Way" (2004), "Outsmart Yourself!: 16 Proven MI Strategies for Becoming Smarter Than You Think You Are" (2004), "Eight Ways of Teaching: The Artistry of Teaching with MI (2003)", "MI Approaches to Assessment: Solving the Assessment Conundrum (1999)".

Christison (2005), another MIT advocate, has explained in her book "Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and Resources" that by applying MIT, EFL/ ESL teachers can address learners' differences, develop their intelligences and thus create and promote an individualized learning environment. For her, MIT has strong potential to improve foreign language instruction because it helps engage learners' innate abilities.

Sue Teele (2000), whose research areas focus on methods for integrating the theory of MI into the classroom, the relationship of current brain research to instruction, multiple measures of assessment, approaches to teaching reading and writing and methods for teaching English language learners, helps teachers approach teaching and learning differently. In her book "Rainbows of Intelligence, (2000)". Teele explores the multiple ways students process information and examines MI through the relationship between rainbows, colors, and how individuals learn. She states that if we consider the full range of human potentials "as the spectrum of the rainbow", then each individual is unique and has the potential to develop all the intelligences using different areas of the brain" (Teele, vii). She (2000) concludes that "our intelligences are like the spectrum of colors; sometimes our intelligences are very obvious and sometimes they are not visible and are waiting to be discovered or activated" (p. 70). She suggests providing a "rainbow of opportunities for all students in which all of them can develop to their full potential" (p. 82).

Nowadays, educators are emphasizing the importance of teaching for

understanding or even deep understanding and for life-long learning. Armstrong (1998) suggests that teachers should be trained to present their lessons in a variety of ways, using music, cooperative learning, role-play, multimedia, field trips, games, puppets, inner reflection and much more. He says what is remarkable of the theory of MI is that it provides different pathways to learning.

Teachers nowadays are responsible for producing students who have knowledge and skills needed to lead a productive and successful life. Students who can solve problems, are effective communicators, are reflective learners, can work cooperatively with others, and can be responsible and accountable for their own

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learning. It is the teachers' responsibility to provide experiences in which students learn and apply skills in authentic, meaningful situations. It is also the teachers' responsibility to recognize individual differences and remember that "one size does not fit all" as Gregory and Chapman stated in their book "Differentiated Instructional Strategies, (2002)". As stated in many of Gardner's books it is time to emphasize life-long learning, sow the seeds of success, and see every student as a precious intellectual resource.

In Educational Leadership (December 2003 and January 2004), Elliot Eisner wrote that the primary aim of education is not just to enable students to do well in school, but to help them do well in the real lives they lead outside school. Students should also realize that their duty is to transfer knowledge beyond the situation in which it was learned, in other words, they should realize how to transfer knowledge to new and novel situations.

Therefore, MIT is just one indication of the larger changes that have taken place in education in general and English language teaching (ELT) in particular. These changes reflect the innovations proposed by new approaches, methodologies and theories that arose especially in the 70s and the 80s. These innovations are attempts to recognize and accommodate learners' different learning styles, potentials and intelligence profiles. One of the greatest changes was "the shift in English language instruction, from a teacher-centered approach, to a learner-centered approach" (Snider, 2001, p. 12). 1.1 Background of the Study

Since the Palestinian National Authority took over the responsibility for the educational sector, considerable changes have taken place. A series of plans and strategies have been designed and implemented, or are still in the process of implementation. Most important of these is the work of Ibrahim Abu Lughod4" and the new curricula (1998).

English is without question the most important language in the world. English is the language for international communication and overcoming barriers to the flow of information. English facilitates cross cultural understanding and international cooperation. In Palestine, English is generally the medium of higher education, research, and electronic media, big businesses, and international companies. Therefore, it is imperative to aim for the highest achievable standards of excellence for the teaching of English as a foreign language in Palestinian schools.

4 Ibrahim Abu Lughod is one of the Palestinian-American Intellectuals who headed the Curriculum Development Center in 1997.

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The Palestinian society has always placed emphasis on education as a means to a better future. But Palestinians had never had the chance to have their own curricula. Between 1948 and 1997, West Bank schools followed Jordanian curricula, while Gaza schools adopted the Egyptian curricula. In 1997, however, the Palestinian National Authority established the New Curriculum Development Center "as part of the Palestinian national attempt to upgrade the Palestinian educational system" (Palestinian Curriculum Development Center, (henceforth, PCDC, 1988). The center's mission was "to develop a new curriculum that meets the future needs, new circumstances, and social and moral values of the Palestinian people" (PCDC, 1988: Palestinian Curriculum Plan, p. 25).

Designing the first national curriculum has undoubtedly been one of the most challenging tasks the Ministry of Education has undertaken. In designing the new English language curriculum, the designers had to take into consideration the latest ELT theories, approaches, techniques, methodologies, technologies, in addition to current brain research and practices. In the meantime, the Ministry of Education (henceforth, MOE) and PCDC were further challenged with the new experience of teaching English for the first grades in its schools and creating an unprecedented course book for Grades 1-4.

English for Palestine, (henceforth, EFP) the new English curriculum series/ course book was introduced in 1998 with Grade one in 1999; the last book in the series for Grade nine was scheduled to be ready for use in the scholastic year 2008-2009. Already the twelve textbooks in the series have been used at schools. These textbooks were designed to meet the needs of the Palestinian students to study English according to the latest theories and applications in the field of English language teaching (The National Guidelines for creating the new English language curriculum, 1998).

The National Guidelines Team of EFP textbooks believe that the new curriculum is a necessity for the creation of one national identity and unity. Therefore, one can find nationalist symbols in many locations in the textbooks as in the title of the book, EFP. In 2000, the Ministry of Education commissioned with Macmillan Publishers Limited UK started to develop and supply an entirely new English course for the Palestinian governmental schools. A series of books EFP: grades 1-5 was introduced one grade at a time, beginning with the year 2000-2001 school years.

The Palestinian Ministry of Education completed the drafting of its English language guidelines document in 1999. The curriculum document construes the English language as a key resource which can offer Palestinians a competitive edge in the world of global communications. Drawing on a range of theories of foreign language learning, the curriculum document asserts a number of general principles on language learning and teaching. For example, the Guidelines emphasize the following concepts: language is functional; language learning through meaningful use and interaction; language learning and teaching are shaped by students' needs and objectives in

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particular circumstances; and language learning should be fostered through the use of every possible medium and modality (English Language Curriculum Guidelines, 1999; 2-5).

1.2 Statement of the Problem

As a member in the English Language Curriculum National Team (henceforth, ELCNT), which was mandated to establish the guidelines for the first Palestinian English Language Curriculum, and as a school teacher for over 18 years, the researcher assumes that the new Curriculum EFP has been designed to accommodate learners' needs and potentials. However, quick examination of EFP indicates that not all MI have been included in the books that have appeared so far.

As a school principle and as a supervisor, the researcher noticed that teachers

are still considering themselves tools for the reproduction of the textbook. Their instructional methods do not reach all students sitting in their classrooms who probably have at least eight or nine different ways of getting knowledge. Their instructional methods are still teacher-centered rather than learner-centered. The problem is that they do not know how to approach their cognitive skills and their intelligence learning profiles than the traditional way of lecturing and boring worksheets, the system which dominates most of the Palestinian schools. Moreover, most teachers are not trained to develop the capacity of MI in students. Many teachers are even reluctant to attempt new methods and techniques of teaching. Because of all that, the researcher has decided to evaluate EFP textbooks from G 1-8 and to experiment with the application of the theory of MI in one of the English language classrooms and study the results of such an experiment. Moreover, the researcher has provided a teacher manual as to provide samples of how to supplement EFP textbooks (See Appendix 26). 1.3 Purpose of the Study

First, this study aims at analyzing and evaluating the first English language curriculum for Palestinian schools EFP from grade one to grade eight based on the MIT. This evaluation of the new English curriculum involved the views of experienced teachers, supervisors, the ELT experts and the researcher.

Second, this study intends to evaluate the proportional distribution of exercises/activities that cater for the different MI within the curriculum.

Third, this study is similarly geared towards evaluating the effect of applying the theory of MI to one of the English language classrooms on students' achievements either at the school level or at the standardized level.

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Fourth, this study is meant to provide samples as to supplement the intelligences not included in EFP textbooks to best enhance all the intelligences and benefit all types of learners.

1.4 Significance of the Study This Study is Significant mainly for the Following Reasons

First, using reflective thinking in their teaching practices and the effectiveness of the material they are teaching, teachers could assess their classroom activities and be able to judge their teaching performance better. Teachers may realize that there are no perfect textbooks; most textbooks need to be complemented and supplemented or modified to suit different learners in different contexts. They will also realize that their learners are different and have different MI. This study is supposed to help teachers carry out their own responsibilities in evaluating textbooks and help them become successful users of the textbooks and active creators for additional/supplemental activities that cater for different learners' intelligences.

Second, this study is similarly significant for English language supervisors who can cooperate with teachers to develop teaching activities that cater for the different intelligences of different learners and to use the new curriculum to the best advantage.

Third, this study could help the MOE organize training sessions for pre-service and in-service teachers in their English classes; courses that help them develop academically and professionally, and courses that help teachers apply the MIT in their English classes.

Fourth, this study may help MOE and PCDC in making decisions about English teaching. It will describe the current educational situation as well as what steps are to be made after the evaluation and the experimentation of MIT.

Fifth, this study may help us determine if EFP contains a sufficient number of exercises that cater for each of the eight intelligence types. MI will help us understand the diversity we observe in our students and help us provide a framework for addressing these differences in our teaching.

Sixth, this study attempts to provide authors of EFP and English Language National Team including the supervisory committee with evaluative feedback on the effectiveness of the material. Such feedback might be of help in curriculum revision.

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1.5 Research Questions This Study Addresses the Following Questions

The purpose of this study is to collect evaluative data (qualitative and quantitative) about EFP, materials taught from first grade to eighth grade in schools related to the Palestinian National Authority either in Jerusalem or in the West Bank. This data were provided by the researcher, ELT experts, teachers, supervisors, the documents of the English language in the PCDC, and then students and their parents.

1. What is the researcher's evaluation of the course book EFP and the evaluation of the extent to which EFP reflects the eight intelligences set by Howard Gardner (1983-1997). In other words, what is the proportional distribution of exercises that cater to each intelligence type?

2. What is the evaluation of EFP materials used from grade one to grade eight as perceived by various stakeholders, i.e. ELT experts, teachers, and supervisors based on the theory of MI?

3. To what extent does the application of the theory of MI enhance students' achievement either at school level or at standardized level?

1.6 Design, Instrumentation and Data Collection Procedures The researcher collected data from more than one source as to be validated using the following research tools: A: The researcher created a suitable questionnaire to evaluate EFP depending on the literature that had been gathered and the reflection of teachers, supervisors, some of ELT experts and the Ministry of Education.

In this research: 1. The questionnaire was completed by a representative sample of English

language teachers with at least one year experience from Jerusalem and West Bank areas.

2. The same questionnaire was completed by a representative sample of supervisors and ELT experts in Jerusalem and West Bank areas.

Before the administration of the questionnaire, it was piloted by a number of experts and specialists.

B. The researcher analyzed EFP from grade one to grade eight in the light of MIT and the analysis and feedback provided by teachers, supervisors and ELT experts, in addition to the researcher's experience in the field of teaching English as a foreign language and in material evaluation and development. Quantitative data were analyzed by means of descriptive statistics and was interpreted in the light of the researcher's experience.

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C: Classroom observation, school achievement and AMIDEAST standardized tests, MI inventory, family letters were used in the experimental study. Focused interviews were similarly conducted with students and parents during the experimental study. Open questions were prepared for these interviews. Qualitative data was analyzed by identifying and categorizing patterns that emerged from responses.

1.7 The Limitations of the Study

This study is limited to the evaluation of EFP materials used from grade one to grade eight; materials used from 2000-2001- present. It should be noted that other grades are not included in this study because this study concentrates on elementary grades excluding one of the books that was not published until the 1st of Sep. 2008. This study is limited to governmental schools that use EFP either in Jerusalem or the West Bank and affiliated with the Palestinian National Authority. (It should be noted that schools which are affiliated with the Israeli MOE or Jerusalem Municipality in Jerusalem are not included though they use EFP). This study is also limited to the application of Howard Gardner's first eight MI (Intelligences developed in 1983-1997, verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal/social, intrapersonal, and naturalist intelligences). 1.8 Reasons for Choosing Grades 1-8

First, because teaching English as a foreign language to young learners is not an easy task. It is difficult for young learners to realize the necessity and importance of learning a foreign language.

Second, the teaching of English to young learners has become more important in recent years as a result of the introduction of ELT in an increasing number of countries including Palestine. It should be noted that English in Palestine was not taught from first grades, it was just from fifth grades until the year 2000-2001

Third, these stages are important for helping learners master the basic skills of learning a foreign language. We can help learners feel the success in learning a foreign language from early grades.

1.9 Reasons for Choosing the Eight Intelligences

First, these types have been researched more. Therefore, they were more tried out and experimented with. Second, the eight intelligences are closely related to language learning. Third, Gardner himself asserts that the other intelligences (existential, spiritual) although meeting almost all the criteria, have not yet been validated due to the lack of

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empirical, psychological and neurological evidence (Gardner, 1999; Viens & Kallenbach, 2004). 1.10 Operational Definitions of Terms

Intelligence: is a very general mental capability that, among other things, involves the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience. It is not merely book learning, a narrow academic skill, or test-taking smarts. Rather, it reflects a broader and deeper capability for comprehending our surroundings. Intelligence Quotient: or IQ is a score derived from a set of standardized tests of intelligence. It is a measure of person's intelligence test, the ratio of a person's mental age to their chronological age multiplied by 100. Textbook Intelligence Profile: refers to the combination of intelligences identified in the textbook activities that help enhance the intelligences in language learners. It should be noted that this term was first used by Palmberg (2001). It is worth mentioning that intelligences are within individuals and that activities in textbooks help learners develop their intelligences. Learning Styles: the way the learner perceives, interacts with, and responds to the learning environment (Keefe, 1991).

Integrated Curriculum: an approach to learning that stresses connections and relationships across academic disciplines. Integrated curriculum may be organized around themes/ topics (Murdoch, 1998).

Interdisciplinary Teaching: the regular curriculum is taught in such a way that there is natural overlap between subject areas. Students see the relevance and inter-relatedness of their disciplines. A Cross-Curricular Approach: (cross-disciplinary or interdisciplinary approach) is an educational approach in which education cuts across subject- matter lines, bringing together various aspects of the curriculum into meaningful association (Greenwood, 2006). Authentic Assessment (Performance-Based Assessment): an assessment that engages students in challenges that closely represent what they are likely to face as everyday workers and or citizens. "Intelligence Fair" Assessment: means that the "manifestations of one kind of intelligence should not be tested using an instrument that belongs to another kind of intelligence" (Gardner, 1993, p.87). For example the evaluation of a visual-spatial

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skill such as designing and building a table, should not be tested by using a verbal-linguistic instrument, such as a written test.

Metagognition: is an important concept in cognition theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are doing well. It's about self-awareness, self-regulation, self-reflection, self-responsibility and initiative as well as goal setting and time management (Gammil, 2006, Shaimamura, 2000, Winn & Snyder, 1998). Mnemonics Devices: are techniques for improving one's memory by using certain formula, usually consisting of a key phrase or word. Students often use mnemonics to memorize information, setting up patterns and associations. Charade: it is an activity in which students are required to translate information from linguistic or logical symbol systems into purely bodily/kinesthetic expressions. Students act out words or phrases and the rest of the class try to guess what it is.

Portfolio: a collection of students' work. There are many types of portfolios like: documentation portfolio which involves a collection of work over time showing growth and improvement reflecting students' learning and Process folio: which involves all facets or phases of the learning process. They are particularly useful for documenting students' overall learning process. Summary This chapter has introduced the theory of MI which was developed by Howard Gardner and described in his book "Frames of Mind" (1983). The theory suggests different intelligences and these intelligences are within individuals; but at the same time, they are manifested and shaped quite differently in different cultures. The theory of MI has a number of significant implications for education in general and for teaching English as a foreign language in particular. This can be achieved by establishing a rich, meaningful context for learning a foreign language and by using differentiated instruction. In the next chapter, the researcher reviews the literature related to the theory of MI and textbook evaluation.

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Chapter Two

Literature Review 2. Introduction

In this chapter, the concepts of intelligence according to the history of Intelligence Quotient IQ tests and considerations about the use of IQ tests will be discussed first. Gardner's view of intelligence and his theory of MI will be examined and described. This chapter will likewise deal with the application of MI in education in general and EFL/ ESL in particular. Moreover, similarities among language teaching methods/ approaches and MI will be described and analyzed. The integration of MI into current teaching practices and the importance of textbook evaluation and relevant studies will be reviewed and discussed. Some studies, articles and books on MI will also be tackled. 2.1 Concepts of Intelligence

In the eighteenth century, Gall proposed the science of phrenology, believing that "by studying the size and the shape of the human skull one could predict native aptitude or intelligence" (Boring, 1950, p. 25). Gall was considered one of the first theorists to assume that different physical areas of the brain were responsible for governing different physical and cognitive functions. However, his theories were not credited.

The concept of intelligence began in the nineteenth-century by a British scientist named Sir Francis Galton, who spent the majority of his time studying the relationship between heredity and human ability. Galton's ideas on intelligence were influenced by the work of a Belgian statistician named Lambert Adolphe Jacques Quetelet. Quetelet was the first to apply statistical methods to the study of human characteristics, and actually discovered the concept of normal distribution. Galton's first concept of intelligence was published in his book Heredity Genius (1869).

In 1890s, Galton's student (James McKeen Cattell) brought the idea of

intelligence testing to America. But the most serious drawback of his intelligence test was that a high score on the test did not indicate if a student would do well on school or academic work. In 1905, the French psychologist, Alfred Binet, developed the most well known IQ test. Binet designed tests in order to predict French children’s academic potential and identify children with learning disabilities for placement in special education (Retrieved from http://www.testcafe.com/iqtest/history.html). His battery test included higher mental functions such as memory, imagination, attention, comprehension, suggestibility, esthetic, appreciation, moral, sentiments, and motor skill.

The IQ test was modified by Lewis Terman to best suit American society in the 1920s and 1930s (Gardner, 1999, p.12). This test became known as the Stanford-Binet

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IQ test. The IQ test is administered especially in primary schools to predict success in academic studies. Some restrictions were imposed on the use of IQ tests in schools, since they were being largely used in the USA for several purposes. Recently, American school psychologists only administer the IQ tests either when there is a need to identify if a child has some disability in learning or if he/she is gifted (Gardner, 1999, p.18). Since the Stanford-Binet (SB) (2004) was designed, it has been revised several times to give us the latest version SB5.

Other IQ tests have been tried. Some of these intelligence tests are described as

diagnostic tools and are used by psychologists to predict academic success, such as the Wechsler Intelligence Scale for children and the Kaufman Assessment Battery for Children. Many other tests have been created in order to measure human scholastic proficiencies such as Scholastic Aptitude Test (SAT), and the Graduate Record Examination (GRE) which are considered as good predictor of success in graduate programs.

Since the IQ tests are claimed to predict success either in schools or in jobs,

they have been used for several purposes. For instance, "IQ tests have been used to make decisions about jobs and educational opportunities" (Gardner, 1999, p.3). They have also influenced teaching practices and the way learners are tested and evaluated in traditional schools. Despite problems with and misuses of IQ testing, the concept of intelligence has continued to evolve. Besides, many psychologists still have claimed that "IQ tests are valid for predicting academic achievement and success, the purpose for which they have been primarily created. However, these tests can't predict success in life outside schools" (Botelho, 2003, p. 25). This is because most of these intelligence tests have been heavily biased toward measuring certain areas related to verbal memory, verbal reasoning, numerical reasoning, logical sequences and sometimes problems solving (Gardner, 1999).

Although the IQ tests have been administered for about a century, many psychologists have always doubted their validity. The concept of intelligence "as a singular, static and inherited characteristic is subject to criticism and thus the IQ is being criticized" (Botelho, 2003, p. 26). Gardner (1993) "maintains dissatisfaction with the concept of IQ and with unitary views of intelligence" (p. 7). Snider (2001) states, "gradually, the instrument that once seemed miraculous was beginning to be vulnerable to scrutiny" (p. 5).

2.2 Gardner's View of Intelligence and the Theory of MI

According to Howard Gardner, intelligence is "a bio-psychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in culture" ( Gardner, 1999, p. 34). In his view, there is a biological as well as a psychological aspect to intelligence, and that, to be classified

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as an intelligence, an intellectual strength must be "genuinely useful and important, at least, in certain cultural settings" (Gardner, 1993a, p. 61).

Gardner claims that each individual has at least eight or nine intelligences

(which will be mentioned and discussed later) and the intelligences are combined in different ways. As a result, each individual has a different intelligence profile, which is usually a combination of all intelligences. Each person has some strong intelligences (strengths) and some are not developed (weaknesses). However, equal attention should be given to all the intelligences (Lazear, 2003; Zevik, 2006).

Gardner (1993) believes that a person's intelligence profile can be changed and

improved through education. In (1999), he states that each person's potentials can be activated and this activation depends on several aspects such as "the values of a particular culture, the opportunities available in that culture, and the personal decisions made by individuals and /or their families, schoolteachers, and others" (p. 34).

Originally, Howard Gardner proposed seven different intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal. However, in 1997, he added the naturalist intelligence and in 1999, he added the existentialist. In 2004, he proposed the mental search light intelligence and laser intelligence. In his theory he states that every learner has the capacity to exhibit all of these intelligences.

Based on his theory, the challenge in education is for teachers to create learning

environments and learning situations in addition to well prepared activities that foster the development of all intelligences (Haley, 2001).

The descriptions of each of the intelligences are given below. These descriptions are based on several sources (Armstrong, 1998; Baum, S, Viens, J & Slatin, B, 2005; Berman, 2001, 2002; Botelho, 2003; Buchta and Rinvolucri, 2005; Campbell, L & Campbell, B, & Dickinson, D, 2004; Campbell, L & Campbell, B, 2008; Christison & Kennedy, 1999; Gadrner, 1999, 1993, 2004, 2006; Heacox, D, 2002; Hoerr, 2004, 2007; Lazear, 1993, 2000, 2003; Scapens, 2007; Schaler (2006); Stefanakis, 2002; Snider, 2001; Teele, 2000; Zwiers, 2004; and others).

Following each description of intelligence, activities based on that intelligence

and recommended for use in the classroom are described. However, it should also be noted that it is not assumed that each intelligence is only ever active in isolation. Gardner indeed suggests that during a learning lesson, it will be normal for a number of intelligences to be used together. In fact, he suggests that all intelligences are needed to function productively either in class or in society.

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2.2.1. Verbal/Linguistic Intelligence (V/L): (The Intelligence of Words)

V/L intelligence is the ability to think in words effectively both orally and in writing, the ability to remember information, to convince others and to talk about language itself. Lazear (1993) adds, "this intelligence is involved in any use of metaphors, similes, analogies, and, of course, in learning proper grammar, semantics and syntax in speaking and writing" (p. 15). Armstrong (2003) also explains that linguistic intelligence requires "understanding of the phonology, syntax, and semantics of language, and its pragmatic uses to convince others of a course of action" (p. 13). This intelligence is traditionally tested in many standardized tests such as Test of English as a Foreign Language (TOEFL), Scholastic Aptitude Test (SAT), Graduate Record Examination (GRE) among others, as well as psychological tests like the Stanford-Binet, the (IQ) test.

Students who possess this intelligence have the ability to manipulate: the

sounds of language; the structure of rules of language (e. g., punctuation for dramatic effect); the pragmatic dimensions of language (social language use); using language to convince (rhetoric); using language to remember information (mnemonics); using language to explain (expatiation); using language to talk about itself (meta-language) (American Education Network Corporation, 1999).

The left temporal and frontal lobes of the brain are the sites for V/L processing,

for example, Broca's5" area is responsible for producing grammatical sentences. Examples of some activities/ behaviors that reflect V/L intelligence: listening to CDS or talking books, reading different kinds of books, playing word games, memorizing poems and songs, reading and retelling stories, making conversations, dialogues, discussions, giving oral presentations, memorizing vocabulary, keeping diary journal, reading newspapers/ magazines, reading literature, summarizing, taking notes, writing creatively, telling jokes, playing with words (tongue twister, word pun), etc. (Wingate, 2005).

This intelligence is evident in poets, writers, lawyers, teachers, politicians, etc. Thomas Eliot, the American British Poet and critic is Gardner’s best type of this intelligence. Taha Hussien, the dean of contemporary Arabic literature, is another example for V/L intelligence. (Some websites that address the V/L intelligence can be seen in Appendix 26: Teachers' Manual). 2.2.2. Logical/Mathematical Intelligence (L/M): (The Intelligence of Numbers and Reasoning)

L/M intelligence is the ability to use numbers effectively and to reason well, think about cause and effect, recognize abstract patterns, make predictions, solve problems and think about things in a logical, systematic manner. "This intelligence is

5 Attributed to Dr. Paul Broca, back to the years 1864-1874.

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often associated with what we call "scientific thinking" and "critical thinking" (Lazear, 1993, p. 15).

Students who possess this intelligence have the ability to categorize, classify,

infer, predict, prioritize, formulate scientific hypotheses, understand cause-and-effect relationships and generalize. They can solve different kinds of puzzles. Moreover, they have the ability to think scientifically and critically. In the classroom, reasoning strategies (an important aspect of L/M) can be taught and as Armstrong (1999) recommends, several tactics can be used at different phases of problem solving: "find analogies; separate the various parts of the problem; propose a possible solution and then work backward; describe the characteristics that a solution should have; assume the opposite of what you are trying to prove, generalize or specialize" (p. 55).

In the language classroom "problem-solving tasks are useful as learners focus mainly on meaning, but through constant rereading of the text to solve the problem, they acquire a familiarity with vocabulary and structure used" (Arnold, & Fonseca, 2004, p. 127).

The left temporal and right parietal lobes are responsible for L/M intelligence.

Examples of some activities/ behaviors that reflect L/M intelligence: classifying things, working with numbers, translating into a mathematical formula, designing and conducting an experiment, outlining, sequencing, calculating, making up syllogism, solving problems, deciphering codes, making predictions, visiting local science museums, sequencing events into story line, thinking critically, understanding and creating graphs (visuals), and many others (Wingate, 2005).

This intelligence is evident in mathematicians, engineers, accountants, computer programmers, economists, statisticians, etc. Albert Einstein, the German physicist, is Gardner’s best type of this intelligence. Al-Khawarizmi, one of the greatest mathematicians and the founder of Algebra, is also an example of L/M intelligence. (Some websites that address the L/M intelligence can be seen in Appendix 26: Teachers' Manual). 2.2.3. Visual/Spatial Intelligence (V/S): (The Intelligence of Pictures and Images)

V/S intelligence involves the ability to perceive or sense color, lines, shapes and forms, space and the relationship that exists among these elements. It also involves the ability to visualize, and graphically represent visual or spatial ideas (Christison, 1996 and the American Education Network Corporation, 1999).

Visual elements are especially useful for providing comprehensible and

meaningful input for second language learners (Canning, 1998). Research in language comprehension has pointed the importance of imagery to activate V/S intelligence. Words are, in a sense, glued to images. For example, telling students "not to think of a

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horrible situation that occurs to them" will immediately bring this image to mind. Asking learners "to remember their most enjoyable experience or to imagine a trip they would like to go or the description of their ideal school" can be stimulus for different types of activities in the language classroom. When teachers help students use mental images through reading comprehension activities, they will be able to understand a text and make meaning of it (Tomlinson, 1998).

Many students as well find that visual teaching aids such as charts, pictures,

drawings, slides, posters, cartoons, puppets and videos enhance their coping ability in the foreign language because they facilitate language retrieval.

Using thinking maps (visual organizers) facilitates the development of students'

cognitive skills that are critical to learning and they can facilitate teachers' job as well. If students want to develop their V/S intelligence while focusing on language learning, they can work on a jigsaw puzzle involving language, cut out favorite pictures from magazine and make a collage, create a story by sketching a series of pictures or by using magazine pictures, create bulletin boards, and use visual organizer or any sort of mind map in order to enhance learning and retaining information. The occipital and parietal regions especially of the posterior regions of the right hemisphere are proved to be the site crucial for spatial processing.

Examples of some activities/ behaviors that reflect V/S intelligence: using flashcards, charts, posters, diagrams, drawing, painting, designing patterns, creating images, responding to pictures or paintings, responding to body language and facial expressions, solving mazes, solving picture mystery, using graphic organizers, reading and creating charts, maps and diagrams, writing descriptive passages, spotting differences between two or more identical pictures, watching films, playing pictionary (where one person draws something and the other guess), etc. (Wingate, 2005).

This intelligence is evident in architects, navigators, painters, sculptors, graphic artists, photographers, and pilots. James Watson, the discoverer of the DNA structure, Tesla, the inventor of the self-starting alternating current motor, Kekule, the discoverer of the benzene ring structure and Michael Faraday, the visual thinker and the discoverer of magnetic field line, are Gardner’s best examples of this intelligence. The designer of the pyramids in Egypt, Thomas Edison (the discoverer of phonograph and light bulb), and Pablo Picasso, the great artist, are other examples of V/S intelligence. (Some websites that address the V/S intelligence can be seen in Appendix 26: Teachers' Manual).

2.2.4. Bodily/Kinesthetic Intelligence (B/K): (The Intelligence of the Whole Body and Hands)

B/K intelligence involves the ability to use the body skillfully to express ideas and feelings and to solve problems or create products. (The researcher believes that in

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western societies, as well as in many Arab societies, physical skills are not as highly valued as cognitive ones).

In many classrooms, students sit in rows for hours and are asked to pay

attention to verbal input. The students' need for movement is totally overlooked. The use of role-plays, drama, games, project work, shadow puppets and many activities related to group dynamics which can address the B/K intelligence in the language classroom is almost neglected (Dajani, 1999).

Non-verbal aspects of communication are also important and relevant in foreign language teaching and learning. For example, miming, pantomiming, gestures, facial expressions are movements of the body used to communicate an idea, intention or feeling (Knapp & Hall, 1992).

Neurophysiologist Hannaford (2005) has studied the relationship between

learning and the body, and she points to the benefit of taking the physical side of learners into account and incorporating movement in the classroom. First, movement helps in bringing a greater supply of oxygen to the brain and increasing the energy level of students. Second, movement strengthens the corpus callosum, the bundle nerve fibers connecting the right and the left hemispheres of the brain, and thus facilitates better integration of two parts.

Hannaford summarizes the main reasons why movement and physical activities

are important for learning in her book "Why Learning is not all in Your Head (2005)", by saying "We need to become more aware of the body's role in learning as it is dramatically clarified by scientific research" (p. 12). She also elaborates:

Intelligence, which is often considered to be merely a matter of analytical ability-measured and valued in IQ points, depends on more of the brain and the body than we generally realize. Physical movement, from earliest infancy and throughout our lives, plays an important role in the creation of nerve cell network which are actually the essence of learning (p. 96).

There is growing evidence from brain research pointing to a strong neurological

basis for the link between physical movement and language. Neuroscientists have known for quite a while that the motor cortex is an important part of the language process, being responsible for the movement of the muscles of the tongue, mouth and throat in order to produce audible speech sounds (Geschwind, 1979 cited in Armstrong, 2003 p. 24). Therefore, teachers need to become more aware of the body's role in learning as it is dramatically clarified by many scientific researchers. TPR vas advocated by James Asher likewise says this.

B/K skill is localized in the motor cortex, with each hemisphere dominant or controlling bodily movements on the contra-lateral side. This intelligence includes

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specific physical skills such as coordination, balance, dexterity, strength, flexibility, and speed.

Examples of some activities/ behaviors that reflect the B/K intelligence: expressing oneself through physical activities or exercises, dancing, miming, playing games, roles, arranging and doing Total Physical Response (TPR) and hands on activities, arranging trips to gain firsthand knowledge away from the classroom, dramatizing, acting out words/stories, using body language and facial expressions, etc (Wingate, 2005). It should be noted that any activity that relies on TPR usually strengthens the intelligence.

This intelligence is evident in dancers, athletes, acrobats, physical therapist, and actors. Cy Young (the American baseball player) and Mohammed Ali Clay (the American boxer) are examples of this type of intelligence. Gardner puts Martha Graham, the outstanding American dancer, choreographer, and teacher, as one of the highest achievers in the B/K intelligence (Gardner, 2001). (Some websites that address the B/K intelligence can be seen in Appendix 26: Teachers' Manual). 2.2.5. Musical/Rhythmic Intelligence (M/R): (The Intelligence of Tone and Rhythm)

M/R involves the ability to sense, perceive and appreciate rhythm, pitch and melody and to be able to express emotions and feelings through music, songs and poems. People who are musically intelligent can usually hear music in their heads and learn and sometimes create songs quickly. Lazear (2004) recently started to call this intelligence the auditory/vibrational intelligence, for he believes that the term more accurately describes the cognitive process involved; that is the knowledge that occurs through sounds and vibration.

Songs can be used to develop in students sensitivity to sounds, a general idea of

syntax to facilitate translation, and most importantly, to provide an opportunity for predicting or imitating correct pronunciation. It should be noted that musical skill is located in the right temporal lobe. This means that we can activate the use of the right hemisphere through rhymes, songs and poems.

Kessel (1995), a researcher of music and MI, expresses that much of the MI

literature suggests exercises that link memorizing academic content with rhymes and songs that can enhance memory. Thus, songs can be used as a tool for enhancing and activating learning. Moreover, songs can be used to teach language, society and culture. In other words, songs encode cultural meanings, inspiration, and world views. They tell thousands of human stories and human cultures.

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A song and a game teaching advocate, Aharon, (2008) states in Etni website that songs are excellent tools to help students remember vocabulary and sentence structure, along with teaching students correct pronunciation. Speaking and writing cannot be completely separated; she explains that a student who learns to speak correctly is more likely to write correctly. She also adds that teachers can use songs to teach reading and grammar as well.

A research done on the effects of using music in the classroom (Wood cited in Campbell, 1997) shows those students who had received musical education or those that had frequently been exposed to classical music had higher academic results. Rauscher, Shaw and Ky (1997) point to the effect of listening to music on the development of other intelligences such as, the development of learners' spatial/ temporal intelligence.

In general, it can be affirmed that the development of M/R intelligence in the

foreign language classroom can have benefits such as helping students concentrate and connect with their inner self, stimulating creative processes, eliminating distracting sounds either form inside or outside the classroom, and, above all, fostering a relaxed but motivating and productive classroom atmosphere. Similarly, singing in a foreign language is often an easier step than speaking it, and while students are learning a song not only are they getting phonological practice but also linguistic structures or patterns are memorized. Music can also help in developing vocabulary acquisition (Medina, 1993). Content area topics and concepts can also be taught through songs.

Examples of some activities/ behaviors that reflect the M/R intelligence:

understanding and expressing oneself through music and rhythmic, composing, conducting music, humming, whistling, singing English songs, telling English poems, saying or creating tongue twisters, turning some of the learning into a song, a poem or rhythmic chant, responding to musical cloze activities, tapping out poetic rhythms and appreciating music (Wingate, 2005).

This intelligence is evident in musicians, composers, and singers. Igor

Stravinsky, Mozart and the Beatles are Gardner’s best examples of this type of intelligence. Umm Kulthum is another example of M/R intelligence. (Some websites that address the M/R intelligence can be seen in Appendix 26: Teachers' Manual).

2.2.6. Interpersonal Intelligence (IE): (The Intelligence of Social Interactions)

IE intelligence includes the ability to understand another person's moods, feelings, desires, fears, motivations and intentions. It is the capacity to understand and interact effectively with others. Lazear (1993) adds, "This intelligence utilizes our ability to engage in verbal and nonverbal communication and our capacity to notice distinctions among ourselves" (p. 18). Botelho (2003) explains, "This intelligence has

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been valued more in job requirements since it is really important to jobs that require leaders who are able to motivate others in a respectful and successful manner" (p. 30). Snider (2001) likewise explains, "One who possesses strength in this domain can often motivate others to certain actions based on innate understanding of others" (p. 79). Similar to Lazear (1993), Bellanca (1997) assures that this intelligence "involves verbal and nonverbal communication skills, collaborative skills, and the ability to trust, respect, lead and motivate others to the achievement of a mutually beneficial goal" (p. 24).

Cooperative learning is a method which helps to develop this intelligence in the language classroom. Students in small groups interact and cooperate to carry out different tasks. This socializing approach to language learning in the classroom leads to the development of V/L intelligence in addition to developing social skills which consequently develop IE intelligence. The frontal lobes, right temporal lobe, and limbic system are responsible for IE intelligence.

Some activities/ behaviors that reflect the interpersonal intelligence:

communicating and understanding other people, working in pairs and in groups, giving and receiving feedback, interpreting and understanding the intentions, desires, moods and motivations of others, sharing and comparing ideas, debating and discussing, making interviews, dramatizing and playing roles, writing to online e-pals6" (Wingate, 2005).

Gardner (1999) says, professions such as "religious leaders, teachers, salespeople, counselors, and supervisors need this acute IE intelligence" (p. 43). James Garfield, Mahatma Gandhi, Oprah Winfrey and Mother Teresa are Gardner’s best type of this intelligence (Gardner, 2000). (Some websites that address the IE intelligence can be seen in Appendix 26: Teachers' Manual).

2.2.7. Intrapersonal Intelligence (IA): (The Intelligence of Self-Knowledge)

IA involves the capacity to understand yourself, your strengths, weaknesses, moods, desires, fears, and intentions and to be able to quietly contemplate and assess one's accomplishments. It is usually seen most clearly in personal diaries, daily journals, thinking logs, sketch pads, and notebooks. Self-awareness, self-regulation, self-motivation, self-reflection, self-evaluation and self-improvement are often the evidence in these written formats.

Lazear (1993) adds, "IA intelligence allows us to be self-reflective, that is, to

step back from ourselves and watch ourselves, almost like outside observer" (p. 19). Self reflection is a central construct in language learning. It is a sub-process within learning that is the critical, analytical component of problem solving that relates past to the present experience. Lazear (1991) explains that "only human beings have the

6 It is a way to make pen friends from all round the world by Emails.

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capacity to be self reflective…this capacity for self-reflection is at the heart of helping students understand their own MI, how to improve them, and how to consciously use them to enhance their own and others' lives" (p. 31).

Many researchers indicate that IA intelligence can be related to studies about metacognitive knowledge and language learning, where metacognition refers to knowledge about oneself, about the language and about the procedures or strategies to be used for certain types of tasks (Anderson, 2002 & Beckman, 2002).

Puchta and Rinvolucri (2005) repeat what is emphasized by other researchers

by stating that "when working in the mode of this intelligence, you focus on, self-knowledge, self-regulation, and self-control. You are actually exercising metacognitive skills" (p. 7). Students who possess good metacognition know how to learn and what to do in almost any learning situation. Researchers assure that metacognition is not inherited but nurtured and developed through classroom activities. In English language classrooms activities can be designed to develop both language skills and meta-cognitive strategies of planning, monitoring and evaluating. Gardner (1999) considers "the IE and IA intelligences as "the personal intelligences" and he states that "these intelligences are the most controversial ones" (p. 43).

Christison in her book "Multiple Intelligences and Language Learning: A Guidebook of Theory, Activities, Inventories, and Resources (2005)" states that "the two personal intelligences (IE & IA) have been referred to collectively as "emotional intelligence" (Peter Salovy and Mayer Briggs 1990; Goleman 1995, 1998). Emotional intelligence (henceforth, EQ) includes features of both IE and IA intelligences, such as self-awareness, impulse control, persistence, zeal, self-motivation, empathy, and social skillfulness. Goleman (1995) believes that these are qualities that mark people who excel in real life. These qualities are also the hallmarks of character and self-discipline. These basic human capacities must be developed if society is to survive. Goleman's belief is that "lack of EQ intelligence can sabotage the intellect and ruin careers, taking the greatest toll on children; risks to children include depression, eating disorders, aggressiveness, and violent crime" (p. 6).

The frontal lobes, parietal lobes, and limbic system are responsible for IA

intelligence. Language learning tasks such as asking learners to think of the color, size, texture which best expresses their feelings, or the use of a questionnaire that helps them to be aware of their “self-talk” or reading activities where students develop their attitudes towards a problem are examples of how to work on IA intelligence in the language classroom.

Some other activities or behaviors that reflect the IA intelligence: Silent

reflection methods, thinking strategies, focusing/concentration skills, higher order reasoning, knowing yourself, keeping a diary, writing a reflective journal, listing

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strengths of their language learning and areas in which they need assistance, drawing their feelings using colors, heart to heart talk, etc. (Wingate, 2005).

This intelligence is evident in researchers, theorists, psychologists, counselors and philosophers. Helen Keller is one of Gardner’s best examples for this kind of intelligence. Neil Armstrong, Martin Luther King, Jean Paul Sartre, Aristotle and Confucius are other examples of the IA intelligence. (Some websites that address the IA intelligence can be seen in Appendix 26: Teachers' Manual). 2.2.8. Naturalist Intelligence (NI: 1997): (The Intelligence of the Natural World)

Howard Gardner initially refers to the "naturalist" intelligence in the November 1995 issue of Phi Delta Kappan7" in the article "Reflections on Multiple Intelligences: Myths and Messages." Gardner says, "it seems to me that the individual who is able readily to recognize flora and fauna, to make consequential distinctions in the natural world, and use this ability productively is exercising an important intelligence which is not adequately encompassed in the current list." (Gardner, 1995 cited in Fogarty and Stoehr, 2007, p. 189)

Gardner (1999a) likewise says that "those valued human cognitions that I previously had to ignore or smuggle under V/S or L/M intelligence deserve to be gathered under a single, recognized rubric"(p.52).

This intelligence entails the ability to "understand the natural world" (Stefanakis, 2002, p.2). It has to do with observing, understanding, organizing and classifying patterns in the natural environment including sensitivity to seasonal and even daily changes (Campbell, 2004). Furthermore, it involves the ability to recognize and classify plants, minerals and animals, including rocks and grass, lakes and oceans, birds and stars. It includes the ability to recognize cultural artifacts like cars, computers, mobiles, etc. Gardner (2004) suggests that integrating NI intelligence in our instruction is important because essential capacities of this intelligence include applying scientific methods as mentioned previously: observing, experimenting, gathering data, reflecting, making connections, classifying, integrating, and communicating perceptions of the natural elements and human-made artifacts.

According to many researchers including Lazear (2003), NI intelligence assist V/L intelligence; it permits a theme or task based approach. Furthermore, hands on learning stimulate the five senses, provide real world experiences, and encourages students to engage in authentic, meaningful communication as they discover nature and its elements. It helps teachers break down the classroom walls and makes teaching more realistic and meaningful.

7 The Phi Delat Kappan is a professional journal for education. It deals with policy and issues for educators at all levels, and advocates "research-based school reform". It has been published since 1915.

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Areas of left parietal lobe are crucial for activating and enhancing the naturalist intelligence.

Some activities/behaviors that reflect the naturalist intelligence: observing nature in general, understanding the natural world of plants and animals, training animals, being sensitive to animal behaviors, noticing changes in the environment and be sensitive towards these changes, performing experiments or activities that use objects from the natural world, distinguishing species that are harmful or beneficial and being able to discriminate and classify natural objects in addition to distinguishing animates from in-animates, visiting sanctuaries, museums, etc. (Wingate, 2005). People such as biologists and geologists are strong in the NI intelligence. Sacagawea and Charles Darwin, the naturalists, are Gardner's best examples of this type of intelligence. (Some websites that address the NI intelligence can be seen in Appendix 26: Teachers' Manual). 2.2.9. Existentialist Intelligence (EI: 1999): (The Intelligence of Life/ Life Smart)

After releasing Gardner's book "Frames of Mind (1983)", the discussion of other intelligences began. Gardner added the naturalist, the spiritual and the existentialist. The existentialist intelligence is concerned with the ultimate life issues; it is concerned with reflecting on the meaning of life, on religions and philosophical issues. In regard to Gardner (1999) existential capacity is "a distinctive trait of humans, a domain that separates us from other species" just like language. It is possible that a sense of "finite space and irreversible time" and attempts to fight against them have contributed to this capacity" (p. 62).

Although Gardner does not confirm existential intelligence as the ninth intelligence, he has discussed it in his book Intelligence Reframed (1999, pp. 60-66). He states that, "existential intelligence scores reasonably well on the eight criteria" and he adds, "however, I conclude that the narrowly defined variety of spiritual intelligence here termed "existential" may well be admissible, while the more broadly defined "spiritual intelligence" is not" (p. 64).

Gardner (1999) states that, "each culture values the capacity of individuals and that cultures devise religious, mystical, or metaphysical systems for dealing with existential issues" (p. 61). Gardner mentions the religious leader Gandhi and the physicist Albert Einstein when he explains some features of existential intelligence. Gardner (1999) concludes his discussion about existential intelligence by saying:

Despite the attractiveness of a ninth intelligence, however, I am not adding existential intelligence to the list. I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence-at

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least for now. At most, I am willing, Fellini-style, to joke about '8 1/2 intelligences (p. 66).

Other intelligences like Sternberg Triarchic intelligences, institutional intelligence (Friedman, 2007), managerial intelligence, emotional (Goleman, 1998) vs. cognitive intelligence, intuitive intelligence vs. sensory intelligence, digital intelligence (Antonio Pattro, Solez, 2008), attention intelligence (Michael Posner, 2004), have been added recently by many researchers and educators. 2.3. Multiple Intelligences and Education

Although many psychologists (Waterhouse, 2006a; White, 2006) do not support the MIT, many educators agree with Gardner's view of intelligence and with the use of MI in teaching. Many researchers confirm the consideration of MI in education and some have analyzed the application of this theory in USA (Kornhaber, 1999, 2004, Hoerr, 2007, 2004, 1997, 1996) especially with the Association for Supervision and Curriculum Development (ASCD)8".

Campbell (2000) analyzed how knowledge about MIT influenced teachers'

beliefs about intelligence and instruction. The results showed that "10 of the 11 teachers said that their beliefs about intelligence changed; changes included shifting from fixed to modifiable notions of IQ and from tacit to explicit beliefs about intelligence" (pp. ii-iii).

The application of MI in education is expanding more not only in the USA but

also in other countries such as in Australia, China, and Spain and very recently in some Arab countries. Perhaps, the application of MI is more common in elementary schools; however, teachers in some middle schools and universities as well apply MI to their teaching. Kallenbach & Viens (2004) declare that research and practice efforts primarily focus on elementary schools and show positive effects on students, parents, teachers or schools. They say that findings suggest that the MIT can further be a tool for teachers for low literacy-adults as well as adults with very limited English skills. Troff in Stefanakis (2002) is of the opinion that "MI ranks among the most significant developments on the educational scene in the last half century" (p. xvii). Troff emphasizes that the MIT has found its way into the minds and the hearts of educators.

Although MIT includes nothing about school curriculum, teaching strategies, or

teacher development, it provides a philosophical framework that helps teachers use eight or nine pathways to learning, as well as a structural framework to help them develop programs which might meet the differing needs of their students. The theory expands the teaching and learning tools beyond the conventional V/L and L/M method.

8 ASCD, is a membership-based nonprofit organization founded in 1943.

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It offers a variety of integrated and interdisciplinary curriculum models and assessment needs (Gardner, 2004).

Gardner's theory offers hope to all students. McDevitt & Ormrod (2007) point

out that: Gardner's perspective offers the possibility that the great majority of children

are intelligent in one way or another. Many educators have wholeheartedly embraced such an optimistic view of human potential and propose that all students can successfully master classroom subject matter when instructional methods capitalize on each student's intellectual strengths (p. 203).

2.4. The Application of Multiple Intelligences Theory to English Language

Teaching

The review of the literature of MI and teaching English as a foreign language points out the abundance of research in practical applications of MIT in foreign and second language classrooms, especially in USA schools.

Accepting Gardner's MIT has several implications in the field of education

specially language instruction. "The fields of English and English as a second or foreign language have given significant attention to MIT, with three major pedagogical journals (Educational Journal, the Bulletin of the National Association of Secondary School Principals, and the English Journal) recently devoting entire issues to MIT and its differing applications in the classroom" (Snider, 2001, p. 91).

According to the theory of MI, language learning can be supported by bringing

in the M/R, V/S, B/K, IE, IA, L/M and NI abilities, as they constitute distinct frames for working on the same linguistic content. Arnold & Fonseca (2004), state that "not only does this variety of presentations allow students to learn in their own best ways, it also helps to reduce boredom as language learning requires frequent circling back over the same material if learning is to be sustained and understood and if students are to gain deep understanding" (pp. 119-136).

The theory helps EFL teachers observe the individual differences among their

students in terms of their learning and preferences. There are some students, who are gifted in writing poems or telling stories, and some are good at sequencing and carrying out mathematical operations. There are some students who can use visual aids or pictures successfully in their learning. Some students can create melody or rhythm easily while others find it easy to work with peers, cooperate in activities and understand others' feelings. Some are good at identifying their own strengths, weaknesses, feelings and moods. Similarly, there are some students who can understand many natural elements in addition to doing classifications and categorizations very well. Therefore, teachers need to plan their lessons and design

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their materials to address these different students who develop different intelligence profiles. Fortunately, there are various strategies and materials that teachers can use to improve the quality and quantity of learning in their EFL classes. Nevertheless, teachers should always ask themselves what they know about their students and how they can appeal to individual needs and ways of learning in order to address all students' different learning styles and different learning intelligence profile (Arnold & Fonseca, 2006).

Gahala and Lange (1997) provide examples to elaborate that MI are multiple ways to help students learn foreign languages. They say, "teaching with MI is a way of taking differences among students seriously, sharing that knowledge with students and parents, and guiding students in taking responsibility for their own learning and understanding"(p. 20). MI theory offers EFL/ ESL teachers a way to examine their best teaching techniques and strategies in the light of human differences.

The field of language teaching has recently experienced several changes to help facilitate language learning as a result of the impact of MIT. Chen (2005) states that Gardner recommends the use of integrative learning, cross-curricular approach or the interdisciplinary approach in the classroom. Integrative learning and cross curricular approach help teachers use different learning approaches such as games, music, stories, images, approaches, etc. If English language textbooks are taught in only one way, we will only reach a very limited number of students. Teachers should be more creative and flexible to employ different teaching methods in order not to leave any student behind.

Chen (2004) states, "the MIT has contributed to changing our perception and understanding of human intelligence. MI has stimulated countless new ideas and practices in the field of education" (21). 2.5. Language Teaching Methods and Multiple Intelligences

There have been several schools or methods for teaching English over the years. All these methods emphasize implicitly or explicitly a particular intelligence or more. It seems that since the emergence of the learner-centered instruction, every ELT method/technique with its specific emphasis has been developed to meet students' different needs or interests (somewhat as Gardner's intention of developing and/or using different kinds of "intelligence"). Grammar Translation Method and Audio Lingual Method basically enhance the V/L intelligence since learners work with foreign language skills most of the time as well as memorization of grammatical rules and vocabulary. The Silent Way emphasizes the development of students' inner thinking (IA intelligence); Total Physical Response, however, emphasizes language learning through physical action (B/K intelligence); Suggestopedia, on the other hand, uses drama and visual aids as keys to unlock students' learning potentials; this approach also emphasizes the use of music (M/R intelligence and V/S intelligence) to facilitate language cognition. Both the Communicative Approach and Cooperative Language

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Learning emphasize the importance of interpersonal relationship (IE intelligence) to language learning; and the Whole Language Learning has at its core the cultivation of V/L intelligence, yet it uses the hands-on activities, music, introspection (through journal keeping) and group work to carry out its fundamental goals (V/L, M/R, IA, B/K and IE intelligences), Content Based Instruction, Computer Assisted Language Learning, Project-Based Learning, and Inquiry-Based Approach not only emphasize the wholeness and reality of language (V/L intelligence) but also believe in the coordination of V/S, B/K, IE, NI and IA intelligences to promote language learning (Chen, F. 2005 & Lin, Po-Ying, 2000).

2.6. The Theory of MI Reflects Different Themes

Research on the theory of MI indicates that this theory reflects a number of themes. It should be noted that in this research only twelve of the major themes are discussed. 2.6.1. The Importance of Individual Differences

The first theme that the MIT reflects is that human beings do not have only one

or two intelligences, but have at least eight intelligences (Gardner, 1983, 1999). Learners differ in their cognitive abilities, memory, rate of learning, background knowledge, experiences, motivation, interest, concern and in their MI profiles.

Gardner (1999) believes that taking human differences seriously is beneficial to developing one’s intellectual and social potential much more fully. He claims three key elements: "We are not all the same; we do not all have the same kinds of minds…;and education works most effectively if these differences are taken into account rather than denied or ignored" (p. 91). Gardner emphasizes that individuals possess unique profiles of intelligence that can develop and change.

MIT is helpful and crucial to know the minds of students; it offers a category for instructors to learn about each learner's background, strengths, weaknesses, interests, preferences, abilities, anxieties, experiences and goals. Gardner (1999) states that,

Human minds do not all work in the same way, and human beings do not have the same cognitive strengths and weaknesses. Knowing this should strongly influence how we teach students and how we assess what they learn. We all possess the same ensemble of intelligences-in one sense; they represent our species' intellectual heritage-but we do not exhibit equal strengths or similar profiles. Some people are strong in one intelligence and weak in others, and strength in particular intelligence does not necessarily predict strength or weakness in others" (p. 166).

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2.6.2. Multiple Ways of Learning

With recognition of individual differences, educators and psychologist affirm that human beings have different ways of learning, different ways of perceiving, approaching and processing knowledge. MIT offers a wider view of learning for learners so that they can broaden their learning styles. So far, the eight intelligences of MIT point to eight ways of knowing or eight different approaches to learning and presenting knowledge. Perkins (1992) has noted that through multiple ways of learning, students will be able to demonstrate their deep understanding of concepts, ideas, principles, and information. 2.6.3. Teaching for Understanding (Deep Understanding)

Baum, et al (2005) define understanding as "taking knowledge and using it in novel ways and in new contexts" (p. 77). In a number of books Howard Gardner defines teaching for understanding by saying that it is being able to do a variety of thought-demanding things with a topic – such as explaining, paraphrasing, finding evidence and examples, generalizing, applying concepts, analyzing, and representing a topic in a new way. David Perkins (1994) defines it as that it as understanding the meaning of understanding (cited in Leithwood, et al., 2006, p. 176).

True learning is rooted in understanding and not memorization as stated by a number of constructivist researchers (Brooks & Brooks, 1999, Perkins, 1998). True learning happens when the brain makes connections among experiences that help students be actively involved or engaged to understand what they are studying (Aharony, 2006). Eisner (1994) described it as an individual's ability to construct, create and communicate meaning in many forms-for example, recorded test, written text, drawing, mathematical symbols, or dance. It is the engagement of both receptive and expressive capabilities of students.

In Howard's Gardner book "The Unschooled Mind", (2004) he criticizes the

way students are taught in schools. He says that students are taught at the surface-level of knowledge without ever affecting their deeper understanding of the world. As a result, students are graduating from high school still holding the same superficial beliefs and misconceptions. He recommends an approach to education that challenges these superficial beliefs, provokes questions, invites multiple perspectives, enhances higher order thinking, and ultimately stretches a students' mind to the point where it can apply existing knowledge to new situations and novel contexts. Understanding means being able to represent knowledge in more than one form using your own words and not book words memorized verbatim without understanding.

Teaching for understanding is the key point for textbook evaluation and development. Textbook evaluation help teachers use techniques and strategies that

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students usually need to understand the material presented in textbooks. Gardner (1999) takes a strong position by saying, "Education must ultimately justify itself in terms of enhancing human understanding" (p. 180). When students know something, they must have mentally stored information and can have access to it. But, regurgitation and memorization does not indicate understanding.

Campbell, Campbell & Dickinson (2004) emphasize that understanding means turning knowledge into performance. And thus, one of the components of effective teaching for understanding is through multiple ways of presentation. Another complementary component is to provide opportunities for performance, which will indicate to what extent students learned and understood the material. Thus, performance-based assessment is recommended by a large number of researchers in teaching for understanding approach.

In fact Gardner (1993) identifies the obstacles that stand between teachers and teaching for understanding. He stated that they are test-text phenomenon, the correct answer phenomenon, pressure for coverage, and disciplinary constraints. However, he clarifies that the greatest enemy of teaching for understanding is the pressure for coverage and the lack of time to do so. Most teachers, especially English language teachers, are limited by too little time for exploring new instructional models, curriculum, and ways for assessing students' performance in addition to the test-oriented teaching technique that English language teachers are involved in almost all the time. Therefore, the pressure on teachers to cover a vast number of achievement objectives in an "overcrowded curriculum" often results in fragmentation of the learning process. Gardner (2003) states that "Efforts to cover too much material doom the achievement of understanding. We are most likely to enhance understanding if we probe deeply in a small number of topics" (p. 10).

2.6.4. Educating Intelligences (The Teachability of Intelligences)

A great many researchers (Perkins, 1995; Costa, 2001; Tanner, 2001) indicate that intelligences are educable; they change and grow. According to the theory of MI, if students spend time on using and developing certain intelligence either by better instruction or by using different resources or strategies, they will become smart in that area. Teachers and parents can teach the behavior of intelligent people such as, persistence, decreasing impulsiveness, listening to others, flexibility in thinking, etc. Intelligent people also use their metacognitive skills. Metacognition includes awareness of one's thinking, checking for accuracy and precision, questioning and problem posing, drawing on the past knowledge and applying it to the new situations. 2.6.5. The Importance of Multimodal Teaching

As Armstrong (2000) indicates, "multimodal teaching" is not a new concept from the historical perspective. However, the greatest contribution of MIT to education

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must be attributed to suggesting that teachers should broaden their ways of using methods, techniques, tools and strategies beyond the typical linguistic and logical ones" (p. 38). The best way to approach English language textbook using the theory of MI is by thinking about how teachers can translate the material to be taught from one intelligence to another. In other words, how they can take a linguistic symbol system, such as, English language, and translate it not only into other linguistic languages but into languages of other intelligences, namely, pictures, physical, musical expressions, logical symbols or concepts, social interactions, nature investigation, and intrapersonal connections, etc. In other words, the theory of MI offers eight modals or ways of teaching (Bas, 2008). 2.6.6. Assessing and Building on Students' Strengths

Assessing and building on students' strengths is another element for the integration of MI into current teaching practices. In order to help English foreign language learners remain motivated, they need opportunities to succeed in learning. Teaching focused on MI can identify the areas where students excel and provide opportunities for students with different kinds of minds to flourish and to find pathways into all kinds of material. English language teachers can identify individual differences through careful observation and through designing activities that reveal students' strengths, preferences, and abilities

Once these differences are identified and acknowledged, instruction can provide support for students who learn in different ways. For instance, students who are interested in art can be given the choice for illustrating their understanding of an idea or a topic through composing a short story, or designing an art work; students who seem particularly strong in spatial thinking can be given opportunities to work with visuals, pictures, maps, diagrams, etc; students who exhibit strong interpersonal skills can be encouraged to lead a group discussion, to play roles, etc.

However, students' preferred modes of intelligences should not become the medium for all of their work in place of developing and enhancing other needed intelligences. A student who has a well-developed ability in the spatial domain should not always be encouraged to create visual representations instead of writing. Students need to develop linguistic skills as well. 2.6.7. Creating a Cross-Curricula or Interdisciplinary Curricula

A cross-curricular approach or the interdisciplinary curricula offers students an ideal opportunity to refresh and revise what they have done or practiced in other subject areas and to make links with what they have learnt so as to activate students' knowledge. This makes both learning and teaching English more interesting, more memorable and retainable. For example, a topic on autumn may include some scientific investigations, various types of writing, mathematical survey, collage (art), etc.

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Apprenticeship in the arts, sports, crafts, humanities, or applied mathematics

and science can allow students to gain expertise in a skill area by working with professional members in their communities as they work on project tasks for their schools. At the Key School in Indianapolis, for example, teachers, parents, and community members mentor students in 17 crafts or disciplines (Campbell, 1997). Groups of students work with these mentors four times a week on topics like city planning, aerospace, vocal music, local museums and industries. These offer students with apprenticeships based on real-world tasks and focused on different intelligences or disciplines. The apprenticeships-as in most real life work-are by their nature interdisciplinary relying on more than one intelligence for the successful completion of projects and products.

John Bransford (2003), a current researcher in learning theory and brain-based education, believes that the main goal of education is to help students develop intellectual tools and learning strategies in order to be productive members in society and this can not be achieved unless teachers help learners develop all their intelligences. Current research in learning theory revealed teachers should implement an interdisciplinary approach and this can be achieved if teachers of different subjects collaborate, share materials, insights and resources in order to achieve their main goals.

2.6.8. Promoting Student-Centered Teaching

In student-centered teaching, teachers' lesson plans and assessment focus on their students' needs and interests (Haley, 2004). In student-centered classrooms, students retain material and information for longer periods of time. Students do not only receive information but they are allowed to work and use information either with peers or alone. They are allowed to explore, experiment and discover by their own. They are knowledge seekers. The active nature of the student-centered approach helps students actually work with information and therefore learn it and store it. In this approach, students are responsible for the success of the lesson and thus they are also responsible for the success of their own learning. Students learn how to construct knowledge and learn how to learn in order to become life long learners while guided by the teacher.

2.6.9. Personal Meaningfulness and Engaging Memory Pathways

Functionalist and constructivist agree that meaning is the main starting point for language learning. Human beings always try to make sense of their world. This has implications for language learning. Williams and Burden (1997) point out that individuals' construction of the world will depend upon their previous knowledge and experiences, which will also influence how they anticipate what will happen in the future. Learning must always involve the building of new personal meaning and understanding. Williams and Burden in the same year emphasize that "it is always

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stated that meaningful learning fosters students' attentiveness and involvement in learning and gaining knowledge" (p.30).

Newell and Rosenbloom (1981), state that students generally do not reach 80% competency until they have practiced a skill at least 24 times. According to Kagan (1995), language input should be repeated from a variety of sources. Repetition and circling the material in different contexts will allow the English language students to move from the short term comprehension to long term learning. A large body of recent work support Newell and Rosenbloom beliefs. Caine and Caine (1994) state that meaningful learning "refers to storage of items that have so many connections, and are of such quality, that they can be accessed appropriately in unexpected contexts" (p. 47). With MI theory applied in the language classroom, teachers are better able to tap into the areas of personal meaningfulness of their students since they are recognizing the differences that are inherent in their students (Barrington, 2004). Language learning can be supported by using different techniques and strategies. In other words, teachers can engage memory pathways by varying their presentation of the material; and by bringing in the M/R, V/S, B/K, IE, IA, L/M and NI abilities as these may constitute as distinct frames for working on the same linguistic content.

2.6.10. Performance-Based Assessment

The theory of MI reflects the importance of using alternative authentic methods of assessment. MIT requires changes in the assessment policies that teachers use in their classrooms. Performance-based assessment is a form of testing that requires students to perform a task. Hibbard, et al (1996) elaborate that this assessment "represents a set of strategies for the application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students" (p. 5). This type of assessment provides the teacher with information about how students understand and apply knowledge. Performance-based assessment can be reflected in portfolios. Portfolios are usually the selected collections of a variety of student's performance work. Through the use of portfolios, teachers can identify students' strengths and weaknesses. 2.6.11. Developing Lesson Plans that Address the Full Range of Learners' Needs

The theory of MI touched on some educational implications including developing lesson plans that address learner differences. In order to make the picture of developing lesson plans that address the full range of learner needs clear, an example of a reading lesson plan based on the theory of MI will be provided.

A reading lesson may begin with typical pre-reading activities (reviewing earlier material, predicting what will happen next), followed by silent reading or reading aloud with discussion of vocabulary and text meaning. Learners can then complete a project, individually or in groups, to demonstrate their understanding of the

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text. The teacher offers a choice of projects, such as descriptive writing, map drawing, illustration, creation of a dialogue or skit, making a timeline, song writing, and retelling. The objective is not only to teach to specific intelligences or to correlate intelligences with specific activities, but also to allow learners to employ their preferred ways of processing and communicating new information. Teachers using this type of lesson report that students become more engaged in and enthusiastic about reading; the students gain greater understanding of material when they express what they have read in ways that are comfortable for them; and their reading strategies improve as reading becomes a tool for completion of projects or tasks they are interested in (Coustan & Rocka, 1999). 2.7. Studies on Multiple Intelligences

There have been a number of studies in the field of MI and education in general and in the field of MI and TEFL in particular. A number of relevant studies will be reviewed and discussed.

A Google search on ESL and MI conducted on June 8, 2006 returned approximately 450,000 internet articles on MI in teaching English as a foreign language alone. The theory is certainly very popular, and is used in training teachers, counselors and parents alike in educating their children.

2.7.1. Abu Akademi University Study In a study that was carried out in 2000, a group of student teachers who participated in a methodology course in EFL at the Department of Teacher Education at Abu Akademi University in Vassa, Finland, analyzed an English course book (Bricks I) in order to determine its intelligences profile. In other words, they wanted to find out the proportional distribution of exercises that catered for each of the nine intelligence types in (Bricks I). (Bricks I: is the most commonly used course books at the lower level of the Swedish Speaking Comprehensive School in Finland). They also tried to identify the problems and difficulties they encountered in such analysis.

The results of categorization of exercises were as follows: 100% for V/L, 76%

for IA learners, 25% for IE learners, 5% for B/K learners, 8% for L/M learners, 3% for NI learners, 2% for M/R learners. No exercises were found that catered for EI learners. The student teachers reported that one of the most difficulties they encountered was to determine the type of intelligence of certain exercises. They, therefore, decided to limit the number of intelligence types for each exercise to the most obvious ones (that is the intelligence types that a majority of group members could agree on).

The predominant intelligence profile for Bricks is V/L, and this is not

surprising since Bricks is a language course-book with low percentage for the remaining intelligence types. Indeed what is surprising is the large number of exercises that aim at IA learners considering for example the general objectives of foreign

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language teaching set for Finnish comprehensive School. Palmberg (2001) states that, "the high proportion on IA exercises can be explained at least partially by the categorization procedure adopted for the analysis". Pair or group work exercises were categorized as catering to IE intelligence; however if an exercise required some individual task before the pair or group work, it was categorized as catering to both IA and IE. And "the remaining exercises were all categorized as catering for IA intelligence by default" (p. 3).

Student teachers conclude that the intelligence profile of the individual course

book reflects largely the personal intelligence profile(s) of the writer(s) of the course book, whether intentionally or not. But the student teachers emphasize that it is the duty of the teachers to interpret, select, adopt and use the types of exercises that cater for the intelligence profiles of their particular learner group. They must be able to assess how well the intelligence profile of the selected course book coincides with the majority of intelligence profiles found for the learner group. Supplementation and modifications for textbooks are always required.

2.7.2. Snider's Study (2001) Snider at the University of Utah analyzed ten well known textbooks for German first-year college learners in order to identify different types of activities that were included in textbooks and analyze how activities in the textbooks engaged MI in learners. Snider stated that "the study shows that texts typically use a limited range of activity types in presenting materials to students" (P. 7). Snider identified forty-one types of activities; however, he mentioned that, "only eleven engage intelligences other than V/L" (p. 133). In this study he suggested that teachers modify activities to enhance more intelligences. Snider (2001) selected the predominant activity types, which primarily enhance the V/L intelligence, to demonstrate how changes can be made to enhance more intelligences. He explained how the activity was presented in the textbooks and offered suggestions for each activity type to provide alternatives to enhance more intelligences other than V/L. For each activity, he suggested about three different intelligences so as to make it more enjoyable and more memorable. Snider recommended conducting classroom evaluative studies where learners are given MI theory oriented activities. He also recommended that teachers could design thematic units of instruction that incorporate MI and then evaluate if MI theory contributed to increasing students' comprehension of the subject matter. 2.7.3. Botelho's Study (2003)

In a study conducted by Botelho at Ohio University (2003), the researcher analyzed the current application of MIT in English language teaching in terms of textbooks and materials. In this research, the researcher also discussed teachers' perceptions of the application of the MIT, selection of textbooks and extra materials. The six current English textbooks were analyzed in order to identify how they respond

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to MIT and to what extent the textbook activities help enhance language learners' intelligences. Two groups of ELT teachers, Brazilian and International, answered a survey about their teaching contexts, teaching experience, selection of textbooks and materials, and MIT. The study reveals that ELT teachers know and apply MIT. In regards to textbooks, results indicate that the activities in the textbooks analyzed mainly cater to four intelligences: V/L, V/S, IE and IA. Recommendations on the supplementation and modifications of the textbooks are made in order to incorporate more intelligences in language teaching. 2.7.4. Berg's Study (2004)

The study conducted by Berg (2004) at the University of South Africa, investigates the opportunities provided in outcomes-based language textbooks to develop learners full potentials. It studied how learners MI can flourish by using a variety of activities which accommodate the different intelligences. Students were given the opportunities to use their strong intelligences in the classroom while given other opportunities to expand their less developed intelligences. In this study, a selected Africans and English language textbooks were analyzed to determine how the different intelligences are covered. This study shows that the intelligences that receive attention in language textbooks, were namely V/L, L/M, IE, IA and V/S intelligences.

On the other hand, other intelligences get little or even no attention in the books

analyzed, namely the NI intelligence, the B/K and the M/R intelligence in spite of the important role that music plays in language teaching, it appears that the musical intelligence is afforded the least attention of all the intelligences of the seven of the eight textbooks analyzed.

Recommendations are made regarding the curriculum, teaching practice and

teacher training, and are directed to stakeholders in the writing of English language textbooks. The recommendations make it clear that different aspects of all the intelligences should be taken into consideration in the development of textbooks and other learning materials for language teaching and by implication for teaching in general in order to help learners learn English. 2.7.5. Cluck and Hess's Study (2003)

They proposed research in an effort to determine whether student motivation could be reinforced through the use of MI. They targeted a sixth grade reading class where lack of motivation was evident due to incomplete assignments, low-test scores, and disinterest in a subject matter. The teachers implemented all eight intelligences in an effort to increase motivation amongst the students. Their research concluded that based on data gathered students showed an increased motivation in class work. The researchers also concluded that lessons including many MI could improve assignment

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completion, class participation, and engagement of learners. In other words, the research shows that enthusiasm was improved during the MI lessons. The reading lessons became more appealing to the sixth grade students and therefore increased their motivation. 2.7.6. Marjorie Haley (2001)

Haley conducted a study to identify, document, and promote effective real-world applications of MIT in foreign and second language classrooms. An action research study was conducted to investigate the use of MIT in shaping and informing instructional strategies, curriculum development, and alternative forms of assessment with second language learners.

During the year 2001-2002, 23 EFL/ESL teachers and 650 students from K-12

distributed in eight states and three countries participated in this action research study to identify the effect of applying the theory of MI in classroom activities. In this study teachers need to create learning environments that foster the development of eight intelligences for almost all learners.

The researcher used an informal MI inventory to identify students' intelligence

profile which was adopted from Armstrong's book "Seven Kinds of Smart (1993, pp: 172-175)".

The purpose of this identification is to raise students and teachers awareness of

MIT. The researcher and the participating teachers agreed that the aim was to create and use a collection of instructional strategies and alternative forms of assessment that accommodate the eight intelligences. Teachers shared experiences to develop lesson plans and various ways of assessments. They designed thematic and content-based lessons that strengthened the MI. Teaching strategies included demonstrations, modeling, feedback response, learning centers, discussion, students' responses to learning experiences, total physical response (TPR), hands-on experiences, and cooperative learning; in addition to supplementary materials for variety and enrichment. The MI web site (http://www.gse.gmu.edu/research/mirs) was an additional resource in this research.

Qualitative and quantitative data was collected during the research study. Informal interviews either for teachers or for students indicated that the alternative methods of instruction had a positive impact on achievement of some students in this study. Students' performance and achievement were determined by data that consisted of student grades before and after MI study, as recorded by participating teachers.

Students in the experimental groups received instruction that incorporated the MIT. These lessons were more-centered and include a wide variety of instructional activities. To assess the effects of intervention, teachers kept daily MI logs to chart

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their interventions, weekly journals to highlight progress and successes and descriptive narratives to summarize their own feelings about the research projects. Whereas students completed informal classroom interviews, exit slips, and surveys each week. Students in the controlled group were taught using the traditional way of teaching. Instruction was teacher centered. Memorization and rot drill were their teaching strategies.

Results demonstrated that the students in the experimental groups show a high degree of satisfaction and positive attitude toward a foreign or a second language study. They were more enthusiastic about learning and behavior problems were minimized. In other words classroom management skills were enhanced. The most important result was the affective outcome. Students expressed positive feelings about teachers using a variety of instructional strategies as well as assessment practices that addressed MI. This study provides evidence that the MIT may have significant implications for instruction in foreign or second language classrooms. This study also proves that MIT has positive impact on both teachers and students (Retrieved from: Teachers College Record Volume 106, Number 1, January 2004, pp. 163-180). 2.7.7. Abdallah's Study (2005)

Another study was performed by Abdallah (2005) on a sample of 30 first-year English majors at the Faculty of Education, Assiut University to test the effect of using a MI- based training program on developing English majors oral communication skills. It was found that the MI-based training program had a significant clear effect on developing the students' oral communication skills. He concluded that MIT gives people a new direction to think about the ways students' process information. He also adds MIT emphasizes that every person is unique and having his own strengths and weaknesses. He concludes that the application of MIT in the classroom gives school administrators and authorities a powerful reason to offer students a more balanced curriculum which can take into consideration the differences among students and helps them acquire knowledge more easily and effectively.

2.7.8. Kornhaber's Study (1999)

In Gardner's book (Intelligence Reframed, 1999) he points out to an educational

researcher, named Mindy Kornhaber and her colleagues at Harvard's Project Zero who have undertaken the SUMIT (Schools Using MIT) Project. Project Zero's mission is to understand and enhance learning, thinking, and creativity in arts. Mindy identified a number of reasons why teachers have responded positively to Howard Gardner's presentation of MI. She says that:

The theory validates educators' everyday experience: students think and learn in many different ways. It also provides educators with a conceptual framework for organizing and reflecting on curriculum assessment and pedagogical

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practices. In turn, this reflection has led many educators to develop new approaches that might better meet the needs of the range of the learners in their classroom (p. 276).

In 1999 Kornhaber research team has been studying forty-one schools around

the United States that have been incorporating and applying MIT into their curriculum for at least three years. The results from these schools are encouraging: "78 percent of the schools reported positive standardized test outcomes, with 63 percent of these attributing the improvement to practices inspired by MIT. 78 percent reported improved performances by students with learning difficulties. Eighty percent reported improvement in parent participation; with 75 percent of these, attributing the increase to MIT; and 81 percent reported improved student discipline, with 67 percent of these attributing the improvement to MIT" (p. 113).

Kornhaber (2004) states that all of the results of Project SUMIT have been promising because the schools used the eight intelligences in all subject areas. It should be noted that Kornhaber and colleagues (2004) add that MI fosters increased parental participation because the theory validates the thinking and skills found across a wide range of real world roles and occupations, and schools may often incorporate these roles into the curriculum (cited in Scapens, 2007, p. 21).

However, Willingham (2004) questions the statistical basis of these results, and criticizes the lack of a control group in this investigation in order to have the opportunity to compare the results. He also adds that educational practices are usually complex to the extent that it is difficult to attribute improvements just to applying MIT and not to some other interventions. 2.7.9. Teele's Study (2000)

In another study which was carried out by Doctor Sue Teele (2000) Director of Education Extension from the University of California, Riverside, she designed a survey called Teele Inventory for Multiple Intelligence's (TIMI) to help teachers identify their students' dominant strengths. She gave this survey to over 4,000 students. She surveyed students from kindergarten through middle school on the following strengths: Picture Smart, Word Smart, Self Smart, Body Smart, People Smart, Music Smart, and Number Smart. She found that middle school students were dominant in the areas of Picture Smart, Body Smart and Music Smart. This might be true that students have strengths only in some areas, but this does not mean that they should be taught only to their strengths. Sometimes we should emphasize areas of weaknesses in the class in order to strengthen those weaknesses. Teele concludes that the way young learners' best learn seems to be in direct contrast to the way most school systems teach them.

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2.7.10. Burman & Evans (2003)

The action research project that was conducted by Burman and Evans in (2003) aimed at improving the reading skills for first grade students. The population consisted of two elementary classrooms located in small, rural Mid-Western town. The two researchers prepared techniques and activities that are based on the theory of MI. Intervention data showed an increase in reading skills. They explained their results by saying that teaching in traditional ways may help and accommodate V/L and L/M students but at the same time neglects learners of other intelligences profiles. They conclude that teaching based on the theory of MI encourages teachers to vary their teaching strategies and techniques in order to meet all the needs of the diverse learners. 2.7.11. Green's Study (1999)

In Green’s qualitative study for diverse learners, teachers reported that students were more able to transfer strategies and skills learned in one subject to another and were more curious and engaged in their learning experiences. Besides, their standardized test score rose with the application of MI theory in the classroom. His study supports and asserts that the MIT improves students' performance in addition to their attitudes and motivation towards learning. 2.7.12. Greenhawk's Study (1997)

In Greenhawk’s Action Research (1997) at White Marsh Elementary School in Maryland on MI, she found that students' performances in every aspect were promoted when the curriculum based on MI was implemented and found that proficiency in both reading comprehension and vocabulary increased. She stated that the application of MI increased student performance on standardized tests and produced a "school-wide culture of achievement" (p. 62). Greenhawk and her colleagues collected data for over five years and they revealed that MI based curriculum helped students build their confidence and understand their abilities as learners. Greenhawk asserts that MI transformed her school's learning community toward excellence. 2.7.13. Campbell's Study (1989-1990)

Campbell conducted a study during the 1989-1990 school year on incorporating MI into a third grade classroom (Campbell, 1990). Every day he set up seven different learning stations dealing with the day's topic. Students learnt through reading, writing, moving and building, solving problems cooperatively, creating rhymes, and computing. Information was gathered by daily journals, classroom survey, and student assessment inventory of the centers. The findings from the study showed an increase in student independence and decrease in inappropriate skills. At the same time, cooperation skills improved, leadership skills improved, and students' retention of material improved. Parents also reported that children's behavior improved at home (Campbell, 1990).

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Campbell stated that teachers' role also changed. Teachers started working with students instead of working for them. Teachers also became resource persons instead of guides or taskmasters. Teachers became less directive and more facilitative.

It is obvious from all the previous studies that evaluating English language textbook and applying the theory of MI in foreign language classrooms may help in addressing students different intelligences, interests and needs and by this we may help students better achieve not only at school level or at standardized level but in their real world life.

Summary

In this chapter, several issues were addressed: the traditional concept of intelligence, Gardner's MI theory, language teaching methods and MI, similarities of ELT method and approaches with MI, themes reflected by the theory of MI, and some research and studies on textbook evaluation based on the theory of MI and other studies on the application of MI in English language classroom.

From all previous studies, it is obvious that the textbooks should not only

develop V/L intelligence but it should also offer learners opportunities to nurture other intelligences such as L/M intelligence, V/S intelligence, M/R intelligence, B/K intelligence, IE and IA intelligence, in addition to NI intelligence. Studies on MI provide awareness of how to transfer intelligences into foreign language classroom life and the life outside the classroom wall. Therefore, different kinds of MI activities such as storytelling, writing, questions and answers, singing, film-viewing, group discussion, dramatization, reading logs, ecological study and so on are recommended for use in the English foreign language classroom.

In the next chapter the researcher presents the application of the evaluative

study. The selection of the subjects, instrumentation, administration of the instrument, data collection procedures, methods of the analysis and statistical analysis of the questionnaire returns are also presented.

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Chapter Three

Methodology and Application The Evaluative Study

3. Introduction This chapter covers the first part of the study, the selection of the subjects,

instrumentation, administration of the instrument, data collection procedures, methods of the analysis, and statistical analysis of the questionnaire returns.

3.1 The Subjects of the Study

The population of the study consisted of EFL experts, teachers, supervisors and the researcher who dealt, taught, or supervised classes using EFP from grade one to grade eight both in Jerusalem and the West Bank. The stratified sample consisted of 530 respondents taken from a population of approximately 4175. It should be noted again that teachers from (UNRWA) schools and private schools were not included in the study because almost all of them use different English language textbooks. Similarly, schools which are affiliated with the Israeli MOE or Jerusalem Municipality were not included in this study though they use Palestinian English Language Curriculum EFP.

In the tables below the researcher identifies the population of the study by grade, place of work, and by job.

Table (1): Population of the Study by Grade PERCENTAGEE NUMBER CLASS

12.3 65 1st Grade 12.3 65 2nd Grade 13.2 70 3rd Grade 11.9 63 4th Grade 12.3 65 5th Grade 12.1 64 6th Grade 12.8 68 7th Grade 10.8 57 8th Grade 2.5 13 Not specified

100% 530 Total It is obvious from the table that the percentages of class sample representation

were very close, ranging from 13.2% for G 3 to 10.8 for G 8. A small number of respondents 2.5 did not identify the class that they dealt with, taught or supervised.

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Table (2): Population of the Study by Place of Work

PERCENTAGES NUMBER PLACE OF WORK 1.5 8 ELCNT: Ministry 1.3 7 ELT Expert 1.9 10 Jenin 16.8 89 Nablus 1.1 6 Salfeet 21.7 115 Tulkarem 2.3 12 Qalqilia 6.2 33 Ramallah 3.6 19 Jerusalem Suburbs 4.5 24 Jerusalem 9.1 48 Bethlehem 0.4 2 Jericho 14.9 79 Hebron 9.4 50 Qabatia 5.3 28 Not Specified

100% 530 Total From the table, it is obvious that the percentage of the representation of the

population of the study by place of work ranges between 21.7 in Tulkarem to 0.4 in Jericho. 5.3 did not specify the place of work. The population was taken according to the number of English language teachers and supervisors in each directorate.

Table (3): Population of the Study Identified by Job PERCENTAGESFREQUENCYJOB

1.3% 7 Experts

1.5% 8 English Language Curriculum National Team (Ministry)

84.2% 446 Teachers 10.9% 58 Supervisors 2.1% 11 Not Specified 100.0 530 Total

It is clear from the table that three quarters of the sample of the study were teachers, and 10.9% were supervisors, 1.5 were from the English language curriculum national team, 1.3% were experts9" and 2.1% did not specify their job. It should be noted that respondents from the English Language Curriculum National Team were considered part of the experts' evaluation.

9 Experts in this research refer to persons who work at Palestinian Universities and at the PCDC.

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3.2. The Instrument (Textbook Evaluation Questionnaire (TEQ): 2007)

The instrument used in this study was designed by the researcher (2007) entitled Textbook Evaluation Questionnaire based on the MIT (henceforth, TEQ: See Appendix 1). It is a questionnaire that is based on recent research on foreign language instruction and checklists for general textbook evaluation (Ansary & Babaii, 2002; Auerbach & Paxton, 1997; Christison, 1998; Garinger, 2001; McGrath, 2006; Miekley, 2005; Moran, 1991; Salataci & Akyel 2002; Sheldon, 1988; Tomlinson, 2003). TEQ allowed experts, teachers and supervisors to identify and evaluate the intelligence profile of EFP textbooks from Grade One to Grade Eight. The TEQ consists of one-hundred and eight items which measure eight different dimensions of MI. The one-hundred and eight items include a number of rephrasing of the same or very similar items in order to check the reliability of the answers. The TEQ asked experts, teachers and supervisors to evaluate EFP based on the eight intelligences: 1. Verbal/ linguistic intelligence from number 1-to number 26. 2. Logical/ mathematical intelligence from number 1-to number 21. 3. Visual/ spatial intelligence from number 1-to number13. 4. Bodily/ kinesthetic intelligence from number 1-to number 10. 5. Musical intelligence from number 1-to number 9. 6. Interpersonal intelligence from number 1-to number 11. 7. Intrapersonal intelligence from number 1-to number 8. 8. Naturalist intelligence from number 1-to number 10. Each intelligence dimension has items with a three-point Likert Scale response option ranging from "Yes", "No", to "I can’t decide". Table number (4) presents the overall correlation and the correlation with each sub-scale. Table (4): The Overall Correlation and the Correlation of Each Sub-Scale for the

"Textbook Evaluation Questionnaire (TEQ: 2007)" Cronbach Alpha Coefficient Scale

0.935 Verbal / Linguistic Intelligence 0.867 Mathematical/ Logical Intelligence0.838 Visual/ Spatial Intelligence 0.868 Bodily/ Kinesthetic Intelligence 0.709 Musical/Rhythmic Intelligence 0.830 Interpersonal Intelligence 0.756 Intrapersonal Intelligence 0.867 Naturalist Intelligence 0.974 All Points

The overall correlations and the correlations with each scale group were positive. The statistical analysis report reveals that TEQ has overall 0.974 Cronbach alpha internal consistency reliability, with sub scale reliabilities ranging from 0.709 to 0.935. The coefficient sub-scale reliabilities were 0.935 for V/L intelligence, 0.867 for L/M intelligence, 0.838 for V/S intelligence, 0.868 for B/K intelligence, 0.709 for

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M/R intelligence, 0.830 for IE intelligence, 0.756 for IA intelligence, and 0.867 for the NI intelligence. The reliability of the instrument was also examined by the use of Split Half which revealed that TEQ has 0.891 Cronbach alpha internal consistency reliability and this confirms that the scales of this questionnaire are highly reliable. The validity of the questionnaire lies in its ability to identify the MI profile of English language textbooks. 3.3. Piloting the Instrument

Before administering the TEQ, it was assessed by five ELT experts, three English language supervisors and two qualified and experienced teachers. The questionnaire was modified according to their comments and suggestions. This revision involved grammatical correction and change of the wording and format of some of the items in addition to some suggestions. To ensure the validity of the instrument, the researcher distributed it to eight teachers teaching EFP for different grades (particularly from grade one to grade eight) and to a number of ELT experts and supervisors. 3.4. Administration of the Instrument

Before administering the instrument in the specified areas, the researcher obtained permission from the Ministry of Education which agreed to have the instrument distributed to the subjects through the help of the English language supervisors in each directorate. The researcher also obtained permission from the Directorates of Education in the areas specified and then interviewed some of the English language supervisors of each directorate. It was difficult to reach some of the supervisors because of the political situation, so everything was arranged through telephone calls and through emails. Data collection was conducted by the researcher with the help of a number of English language teachers and supervisors at the end of the second semester for the year 2007. 3.5. The Analysis of EFP Gs 1-8 Activities: (EFP Intelligence Profile)

One of the aims of this study is to analyze EFP textbooks in order to determine

the intelligence profile of each textbook by identifying the number of exercises that cater for each of the eight intelligence types set by Howard Gardner (1983-1997). The researcher identified which intelligences are included, which are predominant, and which ones are less common or not included in the textbooks based on the criteria that have been prepared for this analysis (See Appendix No. 2). 3.5.1. The Procedures

In order to accomplish the stated goal, the following procedures had been undertaken:

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First: The researcher chose eight textbooks: Student Book (SB) and Workbook (WB) that are used in Palestinian governmental schools in grades one, two, three, four, five, six, seven, and eight. Second: Criteria for identifying the eight MI of EFP had been created with all the possible activities that have been used in language teaching based on several sources (Arnold, 2007; Baum, S, Viens, J & Slatin, B, 2005; Puchta and Rinvolucri, 2005; Schaler & Jeffrey 2006; Campbell, L & Campbell, B, & Dickinson, D, 2004; and http://www.gameskidsplay.net.games/mental_games/mother_may_i.hml) to name just a few (See Appendix 2). 3.5.2. Methods of Analysis:

An activity chart was prepared by the researcher with all possible activities related to the eight intelligences as criteria for analyzing EFP in order to help the researcher decide on the type of intelligence/s that a given activity serves or caters for. In almost all cases, a single activity serves more than one intelligence and because of that it was categorized and counted for different intelligences.

The eight textbooks were analyzed by identifying the intelligences utilized in each activity either in the SB or in the WB. Review units and tests were included in the data analysis but warm up activities were not included because they refer to teacher's choice and decision to follow. Dictionary pages at the end of student book were also not included because they only serve to facilitate students learning and using of vocabulary.

The units in the eight textbooks analyzed are divided into lessons, which are usually labeled and referred according to the four skills (listening, speaking, reading and writing) as well as grammar, vocabulary and pronunciation practices. In some textbooks, there is a different combination of the four skills, i.e. listening/ speaking or reading/ speaking or writing/ reading and writing, etc.

In order to identify the intelligences, each activity/ exercise was counted, analyzed, labeled and categorized to each particular type of intelligence in per textbook (SB and WB). The number of occurrences of each intelligence was counted for each unit. Results are presented in Tables (5-13). It should be noted again that almost all activities lend themselves to more than one intelligence.

The analysis in this study was limited to the identification and categorization of the intelligences included in EFP from grade one to grade eight. Some elements were taken into consideration when identifying and categorizing the intelligences in the activities: the type and description of the activity, the elements that were part of the activity, the techniques and materials necessary for doing this activity, and the skills being practiced. For example, in Book Five: Unit Seven: Lesson Three: Activity Number Three Page 32, the students are expected to listen to a song and repeat it and

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this is obvious from the title of the activity (Listen and Repeat) but the procedures include first, students listen to the cassette and follow the text in their books. Second, they listen for the second time while watching the teacher perform the action. Third, they listen and perform. Fourth, they sing the song. Finally they are divided into groups and each group sing two lines of the song. This activity was labeled and categorized under V/L, V/S, B/K, M/R and IE intelligences. 3.6. Results and Discussion for the First Part of the Study

In this section, results of the intelligence profile for EFP Grades 1-8 are presented and discussed. The question of this study is related to MI theory use in Palestinian textbooks. The textbooks were analyzed by the researcher in order to identify the intelligences that are included and thus textbooks intelligences profiles were determined. Results provided by the researcher were compared with the results determined by the subjects of the study. Then, concluding results were identified for the discussion.

None of the textbooks were designed to incorporate all the principles of MI

theory. In fact, to the best of the researcher knowledge, rarely if ever has an ELT textbook been designed to apply MIT. In a personal communication with the authors of EFP Judy West, Christopher Moor (1-4), Nick Coatf (5-7), Mike MacFarlane and Nicholas Beare (8-12), and the Palestinian Authorship Supervisory Committee, they indicated that as material writers, and as a supervisory committee they were not aware of the application of such a theory in designing English language textbooks and so they didn’t design their materials to cater for the various intelligences. But this does not mean that they did not include various activities that may address different intelligences.

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As mentioned earlier, the researcher sought to determine the intelligence profile for EFP from grade one to grade eight. The profile refers to the combination of intelligences in EFP textbooks. The intelligence profile of each textbook is presented and discussed. 3.6.1. Book One Intelligence Profile

Table (5): Textbook Intelligence Profile of EFP G 1 Percentage of occurrence

of the intelligence Number of the

occurrences of the intelligence

Multiple Intelligences

100 299 Verbal/ Linguistic21.40 64 Logical/ Mathematical 78.00 233 Visual / Spatial67.00 200 Bodily/ Kinesthetic12.37 37 Musical/Rhythmic25.41 76 Interpersonal7.00 20 Intrapersonal

11.00 32 Naturalist *Total of activities in Book One = 299

100%

21.40%

78.00%

67.00%

12.37%

25.41%

7%11%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

V/L L/M V/S B/K M Inter Intra N

Multiple IntelligencesFigure (1): Book One MI Profile

Act

iviti

es

First Grade

Table (5) shows that the MI profile of EFP G 1 SB and WB is predominantly a

combination of three major intelligences: V/L, V/S and B/K, being present in 76% of all activities. V/L is present in 100% of the activities in this book since skills like listening, speaking, reading and writing are always present in language textbooks. This percentage is expected since it is a language textbook analysis. In EFP G 1, the V/L is designed to help young learners develop their sensitivity to the sounds, rhythms of the foreign language and to acquaint them with a limited number of words so as to refer to the semantic and syntactic aspect of the language. In G 1, listening and speaking are more emphasized than reading and writing as this is the first year that students are exposed to English as a FL. V/L intelligence is illustrated in rubrics

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like look and listen, look and say, listen and say, listen and do, sing, play, say and do, clap, trace, match, point and say, etc.

In EFP G 1 the language is very controlled and graded. Children are introduced

gradually to the four skills of listening, speaking, reading and writing. About 25% of the activities were designed to develop listening skills while 26% were designed to develop speaking skills. Speaking skills were developed through activities related to singing, clapping, clapping and spelling, playing roles of very short dialogues, and playing games. In G1 about 6 % of activities were sing, clap or sing and clap. 9% were games to develop sentence structure and speaking skill. Writing activities in the WB were designed to develop the mechanics of writing skills. These activities were limited to trace, listen and circle, listen and match, tick, match, color, choose and write, say and write. The large number of writing activities is expected to help students develop their muscles, their hand eye coordination and help them develop their V/L and B/K intelligence. Stories, jokes or humor, riddles, literary passages, silent readings or grammatical issues were not included in G1.

V/S intelligence is present in 78% of the activities. A large number of these activities require students to respond to pictures or paintings while 1% of the activities require them to paint or draw. EFP G 1 has pictures, flashcards, and posters that illustrate situations presented in the textbook, such as listening activities, looking and saying, singing and playing, building vocabulary, and reading and acting very short dialogues.

Pictures are richly illustrated in SB and WB to provide a valuable guide in teaching and learning. Many researchers point out that 70% of sensory input for humans is visual, and therefore V/S intelligence plays a very important role in the process of language learning (Alexandra Golon, 2004, 2005, 2006). Pictures in EFP G 1 provide young learners with opportunities to communicate and use the language in class whether in groups or in pairs. They convey meaning more clearly than words alone and make words and sentences more memorable and retrievable. A large number of researchers like Kress (2003) consider pictures that are related to expressions as an efficient tool for learning English as a foreign language. In EFP G 1, V/S intelligence is illustrated in activities with rubrics like: look and listen, look and say, look and point, look and do, look and write, point to the correct picture, describe characters, trace (which requires physical coordination and manual dexterity, eye-hand coordination or visual motor coordination), color, draw, match and circle. No activities were designed to create a poster, decorate bulletin boards, arrange learning corners, respond to multi-media, or use or interpret diagrams.

B/K intelligence is present in almost two thirds of the activities. 28% of these activities were designed to encourage learners to play roles (Hello, My name's ..., what's your name? What's this? It's a...) and use the language while 9% of the activities were designed to playing games. B/K intelligence is illustrated in rubrics

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like: play, play a game, clap, clap and sing, listen and do, say and do, color and draw. Such rubrics call for the physical involvement of young learners, who like to move and manipulate things a lot. It is their early experiences that lay the foundation of any sensory motor development. Movement reinforces learning in general and foreign language learning in particular.

In EFP G 1, some activities require a student to demonstrate aural

comprehension through physical response before requiring him/her to produce a spoken utterance (EFP G 1, SB: p. 45). In this sense, it is a very "natural" technique, imitating the way a child learns his/her first language. An obvious application is through "commands". The students show that they understand by standing, sitting, clapping, hopping, and using their body to play (EFP G 1, SB: pp. 62 & 68) which is also combined with songs. In this technique, EFP G 1 introduces vocabulary such as parts of the body (EFP G 1, SB: pp. 35), and many other classroom items using this B/K technique which is very similar to TPR (See Appendix 3 for samples of G 1 pages).

Philips (2001) argues that young learners respond to language according to what it does or what they can do with it. Moreover, they have the advantage of being great mimics, and are mostly not self conscious. According to the authors of EFP, it is easier to maintain a high degree of motivation and to make language classes more enjoyable and memorable through movement. Providing young learners with B/K activities such as doing things, singing action songs, playing games, and doing hands on activities is a great aid for them to comprehend the foreign language due to the fact that learners eagerly explore the language to understand through the physical activities. Most foreign language learners in elementary education specify that they can learn and remember best the things they have physically worked on (Cakir, 2003; Dajani, 1999). No activities were designed to perform skit or to accomplish tasks outside the classroom (field trips).

L/M, M/R, IE, IA, and NI intelligences are less common in this textbook,

representing 24% of the activities. Activities that enhance L/M intelligence are matching, guessing, counting, counting and clapping, counting back (reversed numbers) and writing cardinal numbers from 1-15, and choosing and matching. 9% of the activities were related to recognizing numbers while 12% of the activities require students to match (uppercase with lowercase, words with pictures). No activities were designed to sequence information, conduct experiment, collect data, classify or categorize, describe a chart or a graph, respond to cause and effect, or make a systematic presentation.

M/R intelligence is present in 12% of the activities. 6% of these activities were related to singing and clapping. The rest of the activities refer to developing pronunciation skill. No activities required students to create their own songs or

66

jingles. No activities require students to act or create songs for skits and plays, or summarize concepts or ideas from songs. Only 25% of the activities address IE intelligence. The most common activities for IE intelligence are playing games, singing and sometimes playing roles. The very limited number of IE intelligence activities may be due to the limited proficiency that first graders have in English. In EFP G 1, there are no activities that require students to use interactive software program, no activities enhance peer tutoring, or give and receive feedback from classmates.

The IA intelligence appears basically in activities entitled "Now I can (say "hello" and "goodbye", ask "what's this?" say "the alphabet", say "yes" and "No", "spell my name", "understand some actions", "name some animals", say "the parts of the body", "make plurals", say "some words for family", "food", "say numbers", and "colors", etc) in which students name and evaluate what they are able to do and what they cannot do. From the researcher point of view, these activities are very good for training young learners in identifying what they know or can do and what they don't or can't. Starting early to train students in how to reflect on their learning may become very fruitful in developing students' IA intelligence. Students need to understand from very early grades what it means to be a learner and how to go about planning, monitoring, revising, and reflecting upon their learning.

NI and environmental issues are not highly addressed in this textbook. Naming some animals (cat, frog, mouse, crocodile, lion, dog) and some fruit (apples, oranges) are introduced to address the NI intelligence. At this stage, students are exposed to a very limited amount of language and this might be the reason for not addressing issues related to NI.

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3.6.2. Book Two Intelligence Profile





100 380 Verbal/ Linguistic28.00 105 Logical/ Mathematical79.00 300 Visual / Spatial74.00 280 Bodily/ Kinesthetic 11.00 40 Musical/Rhythmic 37.00 139 Interpersonal6.00 24 Intrapersonal6.00 24 Naturalist

*Total of activities in Book Two= 380

100%

28.00%

79.00%

74.00%

11.00%

37.00%

6% 6%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (2): Book Two MI Profile

Act

iviti

es

Second Grade

Table (6) shows an almost very similar intelligence profile to EFP G 1 in terms

of the predominant and less common types of intelligences. However, some differences in the percentages of some of the intelligences were observed. The MI profile of G 2 is predominantly the combination of three major intelligences: V/L, V/S and B/K intelligences. These intelligences are present in 74% of all activities in the textbook analyzed.

V/L intelligence is present in 100% of the activities since the four skills needed for learning a foreign language are likewise present in book two. In EFP G 2, activities are still designed to help students master basic phonic skills through discerning differences in sounds, through letter-sound association, through reviewing some vocabulary and through including new ones in order to refer to the semantic and syntactic aspects of the language. V/L intelligence is illustrated in rubrics like listen, look and point, say, ask and answer, clap and sing, play a game, point and say, say and write, match and write, find and write, etc.

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The language is still controlled and graded. Students are introduced gradually to the four skills of listening, speaking, reading, and writing. In books number one and two of EFP, the emphasis is mainly on developing listening and speaking skills. In EFP G 2, about 20% of the activities were designed to develop listening skills while 37% were designed to develop speaking skills. Speaking skills were developed through activities related to singing, clapping, playing roles of very short dialogues, and playing games. WB activities were designed to develop the mechanics of writing skills and consolidate the learning in student's book. 56 exercises were designed to develop handwriting skill. Written activities were limited to match, say and write, color, trace, choose and write, complete, listen and complete. As EFP G 1, no stories, jokes or humor, riddles, literary passages, silent readings or grammatical issues were addressed in G 2.

V/S is present in 79% of the activities. A large number of these activities were designed to respond to pictures while 2% were designed to draw and color. EFP G 2 is the same as EFP G 1 has pictures, flashcards and posters that illustrate situations presented in the book such as listening activities, looking and saying, looking and pointing, coloring, drawing, matching, tracing, playing games, spotting differences (EFP G 2, SB: p. 45) reading and performing very short dialogues, and let's look and remember (EFP G 2, SB: p. 36).

Researchers assure that the human brain has a visual cortex that is five times larger than the auditory cortex. So it is no wonder to have EFP with a lot of visuals. It is believed that students may respond positively when they have opportunities to learn through the visuals because words alone do not reach all students. It is always said that a picture is worth a thousand words. Pictures facilitate teaching and learning processes. As in EFP G 1, no activities were designed to create a poster, decorate a bulletin board, arrange a learning corner, respond to multi-media, use or interpret diagrams and/or write descriptive paragraphs.

B/K intelligence is present in 74% of the activities in G 2 textbook. 7% of these activities were designed to play games while 4% were designed to sing and clap. B/K intelligence is illustrated in activities like: play, play a game, clap, clap and sing, listen and do, say and do, point and say, 49 handwriting activities, and color and draw. According to many researchers young learners tend to have short attention span and a lot of physical energy. In addition, children are very much linked with their surroundings and usually they are more interested in the physical and tangible activities. Scott and Ytreberg (1990) describe young learners by saying that "their own understanding comes through hands, eyes and ears but the physical world is the dominant all the time" (p. 36).

In EFP, activities with brightly colored visuals, toys, objects, moving, doing actions are ways to capture young learners' attention and keep them engaged in activities and in that way language input can be more comprehensible and memorable.

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Young learners' actions and movements are seen in every day, in every classroom and in every school. Students of this age group are willing to demonstrate comprehension through physical action long before they are willing to give a linguistic response. Students are more willing to participate in an activity if it is incorporated playfulness and physical movement. This is illustrated in EFP G 2 in activities which require students to hop and count (EFP G 2, SB: p. 11), clap and say, go to the board, pick up the chalk, and stand up, sit down (EFP G 2, SB: p. 39), in addition to the games throughout the book (EFP G 2, SB: p. 54). As in G 1, no activities were designed to perform a skit or to be performed outside the classroom in G 2 (See Appendix 4 for samples of G 2 pages).

L/M, M/R, IE, IA, and NI intelligences are not common in EFP G 2. L/M intelligence is present in 28% of the activities. 13% of these activities were designed to help students count and write cardinal numbers from 1-20. The other activities were designed to help students tell the time, recognize geometric shapes (circle, square and triangle), circle the right answer, and match. Some of these activities are combined with other intelligences like B/K, V/S intelligences. For example, students are asked to play and to jump in the circle, the square or the triangle (EFP G 2, SB: p. 54). Similar to G1, no activities were designed to sequence information, conduct experiment, collect data, classify or categorize, describe a chart or a graph or make a systematic presentation.

M/R intelligence is enhanced in activities like singing, singing and clapping and some pronunciation activities. 4% of the activities were designed to develop M/R intelligence through sing, sing and clap. As in G 1, no activities were designed to help students create their own songs or jingles, create songs for skits and plays, complete musical cloze activities or summarize concepts or ideas from songs.

Only 37% of the activities address IE intelligence. IE is present in activities like playing games, singing, asking and answering, talking to each other, speaking and playing roles. Working in pairs or in groups in EFP G 2 gives learners the opportunity to speak and cooperate with others and also gives them a sense of achievement. Activities that require students to use interactive software program, or enhance peer tutoring, or give and receive feedback from classmates are not included in EFP G 2.

Activities that enhance the IA intelligence are related to talking about oneself whereas NI is enhanced through identifying the fruit that one likes (EFP G 2, SB: p. 68) and through very limited classification activities (See Appendix 4. for samples of G 2 pages). EFP G 2 does not include activities that help students conduct experiments or accomplish activities outside the classroom (zoo visits, museum visits, nature walks, and field trips). Moreover, no activities were designed to help students reflect on their work independently or require students to write their own journals or diaries. No activities were designed to question natural events or describe changes in local environment.

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As in G 1, L/M, M/R, IE, IA and NI intelligences are addressed in very limited activities in G 2. They are addressed in 26% of the activities and this may be due to the fact that students have very limited language and they may not be able to respond to activities related to such intelligences. 3.6.3. Book Three Intelligence Profile Table (7): Textbook Intelligence Profile of EFP G 3

Percentage of occurrence of the intelligence

Number of the occurrences of the

intelligence


100 349 Verbal/ Linguistic22.00 76 Logical/Mathematical61.00 212 Visual / Spatial66.00 230 Bodily/ Kinesthetic6.00 20 Musical/Rhythmic

42.40 148 Interpersonal9.00 30 Intrapersonal5.00 17 Naturalist

*Total of activities in Book Three = 349

100%

22.00%

61.00%

66.00%

6.00%

42.40%

9%

5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (3): Book Three MI Profile

Act

iviti

es

Third Grade

Table (7) shows that the MI profile of EFP G 3 is predominantly a combination of three major

intelligences: V/L, V/S and B/K. These intelligences are present in more than 73% of all activities in the textbook analyzed.

V/L intelligence is present in 100% of the activities in this book. Activities are

language-based instruction such as listening, speaking, reading and writing skills which are almost always present in language textbooks. This intelligence is addressed in rubrics as listen, ask and answer, look and say, play a game, point and say, sing, tell each other, clap and say, write, match and say, and many others. In EFP G 3, listening and speaking are still emphasized through the presentation of dialogues and read and

71

act out activities in which students have an opportunity to be involved in a further dialogue. Reading and writing are emphasized through activities related to English club magazine, quizzes, questionnaires and singing songs. However, students still need to revise and revisit simple aspects of handwriting and writing, but in week two there is some work towards recognizing different types of texts. For example, students will be introduced to letter text type as on (EFP G 3, SB: p. 4 and WB: p. 4) (See Appendix 5 for samples of G 3 pages).

In EFP G 3, language is still very controlled and graded. About 13% of the activities were designed to develop listening skills through "listen and read", "listen and point" "listen and say", while 43% were designed to develop speaking skills through "ask and answer", "make a conversation", "ask each other", "play", "sing", etc. In G 3 about 2% of activities were designed to help students sing in order to improve pronunciation and speaking skill. 7% were games to practice sentence structure. 1% of the activities were designed to help students solve riddles. WB activities were designed to develop writing skills. These activities were "say and write, read and answer, read and complete, match, draw, choose and complete". In EFP G 3, no stories, jokes or humor, literary passages, silent readings were included.

V/S is present in 61% of the activities. 24% of these activities were designed to enhance visual spatial intelligence through responding to activities entitled "Look and Do". Only one activity was designed to help students create a poster. EFP G 3 is the same as G 1 & G 2 in that it has pictures, flashcards and posters that illustrate situations presented in the book such as listening, looking and saying, acting dialogues, making a poster, drawing and coloring, drawing and writing, spotting differences, matching and reordering, solving spatial problems: having fun with optical illusion (can you believe your eyes?) (EFP G 3, WB: p. 15) and recognizing traffic signs (EFP G 3, SB: p. 51). Pictures are richly illustrated to provide a valuable guide in language teaching and learning. Visuals in G 3 are used for drilling, enhancing memory and for TPR activities. EFP G 3 instructional materials with its strong visual elements used for language learning may help sustain the attention of the learners and may lead to a greater length of concentration span which motivates and enhances students' achievement. Visuals can play a successful role in generating language and making it interesting. No activities were designed to decorate a bulletin board, arrange learning corner, write descriptive paragraph, or interpret diagrams or maps.

B/K intelligence is present in 66% of the activities in G 3. B/K intelligence is illustrated in activities like: play, play a game, clap, clap and sing, listen and do, say and do, make posters, do projects, color and draw, match, and write. B/K intelligence is yet another avenue to student motivation and understanding as learners. Within the various disciplines, certain learning cannot be accomplished only through verbal or written description, but must instead be done physically (EFP G 3, SB: p. 51: "Let's Play Polly Says"). Many concepts can be extrapolated in class by using role-play. The student can act out certain scenarios. For example, simulations can be used to help

72

students experience different positions while playing roles can be seen as a valuable extension of B/K activities. Moreover, hands on learning can be seen as providing experiential learning for students (EFP G 3, SB: p. 54: "How to Make Humos Sandwich"). Thus, repeated activities that require physical movement may awaken, or enhance B/K intelligence but at the same time develop V/L intelligence (See Appendix 5 for samples of G 3 pages).

L/M, M/R, IE, IA, and NI intelligences are also not common in EFP G3. They are present in 27% of all activities. L/M intelligence is present in 22% of the activities. 15% of these activities were related to recognizing numbers from 1-30. Only three activities of them require students to conduct a survey (EFP G 3, SB: p.19) and one activity requires students to write a shopping list (EFP G3, SB: p. 60). 3% of the activities were designed to help students tell the time. 2% of the activities were related to sequencing (reading and ordering) and conducting experiments. 2% of the activities refer to guessing and prediction.

M/R intelligence is present in 6%. M/R intelligence is enhanced in very limited activities like singing short songs that help students develop their pronunciation.

IE intelligence is present in 42% in activities like playing games, singing, asking and answering, asking each other, speaking and making conversations (dialogue activities), playing roles, working in pairs or in groups, and doing projects. The belief that students know very limited amount of language might be the reason that IE intelligence is still not enhanced as it should be. In other words, the lack of sufficient knowledge of English, such as grammar, vocabulary, and even the pronunciation of words might be the reason for not highly addressing this intelligence.

IA intelligence is limited to activities that require students to express their likes and dislikes. No activities were designed to help students reflect on their work independently or require students to write their own journals or diaries.

NI is limited to activities related to describing the weather in different seasons, and naming different fruit. EFP G 3 does not include activities that require students to accomplish tasks outside the classroom (zoo visits, museum visits, nature walks, and field trips).

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3.6.4. Book Four Intelligence Profile





100 370 Verbal/ Linguistic28.37 105 Logical/Mathematical54.00 198 Visual / Spatial58.00 214 Bodily/ Kinesthetic7.00 25 Musical/Rhythmic


*Total of activities in Book Four = 370

100%

28.37%

54.00%58.00%

7.00%

50.00%

7.00% 8%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (4): Book Four MI Profile

Act

ivite

s

Fourth Grade

Table (8) shows that the MI profile of EFP G 4 is predominantly the

combination of four intelligences: V/L, V/S, B/K and IE intelligence. These intelligences are present in 84% of all activities in the textbook analyzed.

As in G 1, 2 & 3, V/L intelligence is present in G 4 in 100% of the activities and this is expected since we are analyzing a textbook designed to help students learn the four skills of a foreign language. V/L intelligence is illustrated in rubrics like listen, ask and answer, ask each other, sing, find out, read and act out, read and answer, read and order, play a game, talk about, look and write, look and complete, match and write, decide, order, etc.

As mentioned before, in Gs 1 & 2, the emphasis is mainly on developing listening and speaking. G 3 & 4 begin to focus on reading and writing development introducing different text types. The four language skills are integrated, but students are still encouraged to develop listening and speaking skills. While learning to read

74

and write, students are also introduced to handwriting in addition to the introduction of joined-up handwriting.

In EFP G 4, language is also controlled and graded. Children are introduced to

the four skills of listening, speaking, reading and writing. About 20% of the activities were designed to develop listening skills through "listen and complete", "listen and read", "listen and say", "listen and point", "listen and answer", and "listen and choose" while 50% were designed to develop speaking, etc. Speaking skills were developed through activities related to dialogue role play, playing games, reading very short text and asking and answering questions, asking each other, looking and saying, and doing projects. In G 4, about 2 % of activities were sing to develop pronunciation and speaking skills and thus developing V/L and M/R intelligence. 5% of the activities were games to develop sentence structure and speaking skill. Unlike the three previous books, 2% of the activities were riddles. No stories, jokes or humor, literary passages, or silent readings were included in G 4.

WB activities were designed to develop writing and joined up handwriting skills. These activities were listen and complete, choose and write, find and write, say and write, do projects and make sentences. The large number of writing activities is expected to help students develop their writing skill which is important for developing V/L intelligence.

Unlike the first three books, V/S intelligence is present in 54% of the activities. Many of these activities were designed to help students develop their speaking skills by responding to pictures or posters "Look and …", or solving puzzles. 4% of the activities were designed to help students use diagrams or respond to graphic organizers (EFP G 4, SB: P. 43, Family Tree Graph). EFP G 4 has pictures, flashcards, posters, graphs, diagrams (EFP G 4, WB: p. 4; p. 43 & pp. 52-53) that illustrate situations presented in the book, such as listening activities, looking and saying, playing games, reading and acting dialogues, denoting different words or letters, doing projects in addition to vocabulary enhancement, but activities that enhance such intelligence are generally less occurring than the previous three books analyzed. No activities were designed for decorating bulletin boards, arranging learning corners, or responding to multimedia.

B/K intelligence is present in 58% of the activities. It is developed in activities like reading and acting out, writing/ handwriting activities (joint letters), acting out dialogues, playing games, drawing, coloring and doing projects. Using such activities in English language classrooms reinforces learning and encourages students' oral production of English. Body can be used as a tool for learning new vocabulary, memorizing information and expanding learning. The best example can be seen in (EFP G 4, SB: p. 63).

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Unlike the previous three textbooks analyzed, EFP G 4 includes more activities that address IE intelligence. IE intelligence is present in 50% in activities like playing games, singing, asking and answering, asking each other, telling each other, speaking and making conversations, playing roles, reading and acting out, working in pairs or in groups, and doing projects. It seems that the authors of EFP believe that at this level students have got some language to interact and work with others either in groups or in pairs in order to develop the social skills and practice the language for communicative purposes. In EFP G 4, activities that relate to working in pairs or in groups are considered by the authors of the book valid techniques in teaching and learning English as a foreign language. They are considered part of everyday teaching routine in order to tackle some particular communicative tasks.

L/M, M/R, IA and NI intelligences are present in 16% of all the activities. L/M intelligence is present in 28% of the activities. Approximately, 15% of the activities were related to recognizing cardinal and ordinal numbers, distances (EFP G 4, SB: 53), time, weighs, prices and ages, doing some calculations (EFP G 4, SB: p. 29). 3% of the activities were related to sequencing and ordering. 2% of these activities require students to make charts for their families and also to make posters. 4% of the activities were related to reading graphs or diagrams (EFP G 4, WB: p. 4). 4% of the activities refer to listening and comparing, reading and taking decision, thinking and writing, making/ completing a survey. No activities were designed to enhance computing skills or to make a systematic presentation.

It is obvious that Book Four introduces more activities that are related to L/M intelligence than the previous three books and this may be due to the belief that students have the language and the cognitive ability that help them respond to such activities.

M/R intelligence is enhanced in very limited activities, like songs and some pronunciation activities. Songs are not highly addressed in EFP G 4 although they appear to be an area that enriched students' language proficiency regardless of their level of ability (EFP G 4, SB: p. 57).

IA intelligence is limited to activities that require students to identify their likes and dislikes, talk about their favorites, and do certain projects. No activities were designed for self reflection or for writing journals or diaries.

NI intelligence is addressed in activities that require students to name fruit, classify objects, and describe famous places (EFP G 4, SB: p. 58) (See Appendix 6 for samples of G 4 pages). No activities were designed to be accomplished outside the classroom doors (visiting zoos, museums, sanctuaries) or to question natural events.

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3.6.5. Book Five Intelligence Profile





100 514 Verbal/ Linguistic 36.00 185 Logical/ Mathematical82.00 420 Visual / Spatial78.00 400 Bodily/ Kinesthetic7.00 35 Musical/Rhythmic


*Total of activities in Book Five= 514

100.00%

36.00%

82.00%78.00%

7.00%

78.00%

12%10%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


Multiple IntelligencesFigure (5): Book Five MI Profile

Act

ivite

s

Fifth Grade

The MI profile of EFP G 5 is predominantly the combination of V/L, V/S, B/K,

and IE intelligences with a percentage of 84%. V/L is present in 100% of the activities in this book since the four skills that are needed for learning a language are present. The authors presume that the approach in G 5 is different from Gs 1-4, reflecting the growing maturity and linguistic ability of the students. EFP G 5 emphasizes the communicative approach and moves toward a more skills-based approach to foreign language learning. Vocabulary and grammatical structures are controlled but students learn to develop specific skills as in unit 9 the students are to write postcards using the present perfect and conjunctions. G 5 focuses more on reading and writing development introducing different text types from fiction to television guides, from school timetables to dialogues. The four language skills are integrated. While learning to read and write students are still introduced to handwriting in addition to joined-up handwriting.

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About 25% of the activities were designed to develop listening skills while 78% were designed to develop speaking skills. Speaking skills were developed through activities related to dialogue, role play, reading very short text and asking and answering questions, asking each other, looking and saying, chanting, reading poems, doing projects and finishing stories. In G 5, about 7% of activities were related to jazz chant, action rhyme, rhyme, and poems to develop pronunciation and speaking skills and thus developing V/L and M/R intelligence. 6% of the activities were related to games while 1% of the activities were related to riddles as to develop speaking skill and enhance the L/M intelligence. EFP G 5 includes 6 stories, 6 dialogues, 6 prose, and 6 functions and timelines. Unlike books for Gs 1-4, G 5 includes literary texts like stories, poems and prose.

In G 5, WB activities were designed to develop writing and joined up handwriting skills. Writing skill is still developed through improving the mechanical skills like spelling and punctuation. Students are supported in writing sentences and paragraphs and at the same time they are supported to start writing their own texts. Writing activities appear in rubrics like, listen and complete, read and complete, choose and write, find and write, say and write, draw a picture, color the picture, make sentences, complete, write correctly, write about your friend, make sentences, plan a school event, make a poster, and do projects.

Unlike the four books analyzed, EFP G 5 includes 6 fiction stories but it does not include activities related to conducting interviews, or making a summary either orally or written or telling jokes and humor.

V/S intelligence is present in 82% of the activities. A large number of these activities were designed to help students develop their visual spatial intelligence by responding to activities related to "look and do". 5% of the activities were puzzles and 4% were developed to help students interpret and use diagrams or graphic organizers. 1% was designed to draw and paint. V/S intelligence is illustrated in activities like: listen, listen and point, look and say, look and write, look and complete, ask and answer questions about the picture, play a game, match, draw, complete and color, and make a poster. In EFP G 5, all visuals are used to facilitate students learning and using English in the classroom. Similar to the previous books analyzed no activities were designed to decorate bulletin boards or arrange learning corners or require students to respond to multi-media.

EFP G 5 creates opportunities for interaction among students and between teacher and students. IE is present in 78% in activities that require students to work in pairs or in groups, like playing games, singing, asking and answering, asking each other, telling the class, speaking and making conversations, playing roles, responding to non-verbal communication and doing projects. The authors of EFP elaborate the issue regarding pair and group work in EFP by saying:

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Learners of a foreign language, especially young learners who are used to talking freely, need to have the opportunity to talk as much as possible. Palestinian large classes shouldn't get in the way of these opportunities for talk. Pair practice and small group work can provide different opportunities for speaking and listening, even in such large classes. If teachers use this methodology often, students get used to it and it becomes an effective teaching method (EFP: TB, G 5: p. 5). They add that foreign language learning research finds that small group and

pair group work are essential tools in teaching and learning, specifically in creating optimal conditions for negotiating meaning. It seems that in EFP G 5 the emphasis is on developing the foreign language through enhancing V/L and IE intelligence. EFP series is based on the theory of communicative language teaching. Gradually, students learn to develop skills that they need for learning a foreign language.

B/K intelligence is present in 78%. It is enhanced through playing games, acting out stories, reading and acting, listening and drawing, handwriting practices including cursive writing, doing projects and many others. One of the best examples is in (EFP G 5, SB: p. 32). G 5 appears to provide learners with opportunities to use their body as a way to facilitate learning English. Integrating movement in EFP may reinforce, extend, and enhance students' learning. Activities based on the four intelligences (V/L, V/S, B/K and IE) work well for engaging students in learning English as a foreign language as emphasized by many researchers (Lazear, 2003; Hoerr, 2004, 2007). This is achieved through providing more opportunities to use the target language and through taking more active roles or producing more samples of their communicative competence (like the activities cited in units related to "Sports" "TV", "The Princess and the Three Friends"). These activities are designed for activating their IE, B/K intelligence, in addition to the V/L intelligence.

L/M, M/R, IA and NI intelligences are present in 16% of all activities in the textbook analyzed. L/M intelligence is present in 36% of all activities. 6% of the activities were related to recognizing numbers cardinal and ordinal, distances, weighs, ages. 2% of the activities were related to help students sequence information. The rest of the activities address various issues including grammar (simple present and simple past, adverbs of manner, comparisons and superlatives, present perfect, Modals (may, might, will), future (will, shall), and preposition of time). L/M intelligence appears in rubrics like, read and order, use cardinal and ordinal numbers, measure distances, do some calculations (EFP G 5, SB: p. 95), order alphabetically, compare, match, make decisions, discuss, think and order, order and write, read timetables, tell the time, in addition to the grammatical issues which require reasoning and drawing conclusions.

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M/R intelligence appears in 7% of the activities. M/R intelligence is enhanced in activities like pronunciation (EFP G 5, SB: p. 80), raising and falling intonation, rhymes and songs, and tongue twister (EFP G 5, WB: p. 58). IA intelligence, which is covered in 12% of all activities, is enhanced in activities related to talking about likes and dislikes, talking about favorites, and doing certain projects, writing own timetable, doing a survey and "did you know" activities.

NI intelligence is addressed in 10% of the activities in Book Five in the units that are related to: "Animals in Danger" (p. 94), "Planets/Spaceships" (p. 74), and other activities spread throughout the units providing information about animals and trees (EFP G 5, SB: p. 100) or asking students to find names of animals (crossword puzzle) or match the picture of animal with the correct word (EFP G 5, WB: p. 42; WB: p. 97) (See Appendix 7 for samples of G 5 pages). 3.6.6. Book Six Intelligence Profile


of the intelligence

Number of the occurrences of the

intelligence


100 496 Verbal/ Linguistic39.31 195 Logical/Mathematical75.40 374 Visual / Spatial82.25 408 Bodily/ Kinesthetic11.29 56 Musical/Rhythmic 77.00 380 Interpersonal7.00 34 Intrapersonal

15.12 75 Naturalist *Total of activities in Book Six = 496

100%

39.31%

75.40%

82.25%

11.29%

77.00%

7%

15.12%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (6): Book Six MI Profile

Act

iviti

es

Sixth Grade

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Table (10) shows that the MI of EFP G 6 is predominantly a combination of V/L, V/S, B/K and IE intelligences. They are present in more than 82%. V/L intelligence is present in 100% of the activities in this book. In EFP G 6 the language is less controlled but still graded. Children are introduced to the four skills of listening, speaking, reading and writing. About 20% of the activities were designed to develop listening skills while 77% of the activities were designed to develop speaking skills. Speaking skills were developed through activities related to dialogue role play, playing games, reading very short text and asking and answering questions, asking each other, looking and saying, doing projects and finishing stories. In G 6 about 11% of the speaking activities were related to action rhyme, rhyme, and poems to develop pronunciation and speaking skills and thus developing V/L and M/R intelligence. 2% of the activities were related to games to develop sentence structure and speaking skill. 2% of the activities were riddles. In G 6 WB activities were designed to develop writing skill. These activities were designed to help students practice and consolidate what they have learned from SB.

V/L intelligence in EFP G 6 is enhanced in rubrics like, listen and answer, listen and read, listen and repeat, read and answer, read and complete, read and order, read and write, read for fun, ask and answer, tell the class, make questions about pictures, practice dictionary work, write correctly, write a postcard, correct sentences, think and write, play roles, and speak and discuss.

In G 6 themes and topics have been chosen to reflect the growing maturity of students. For example, "Flight", "Healthy Eating and Medicine" "Great Travelers" "Water Cycle" and "The Body" are samples of the themes that may reflect students' maturity and interest. Students at this stage are provided with the language that they may require to find about their wider world; the world that goes beyond their families and their school environment. Students at this level are introduced to stories which they will listen, retell and then act out. At this stage, students likewise start reading for pleasure in order to help them develop their V/L intelligence through developing their oral and written communicative competence.

V/S intelligence is present in 75% of the activities. A large number of these activities were designed to help students develop their V/S intelligences by responding to "Look and Do" exercises. 3% of the activities require students to solve spatial tasks related to crossword puzzles. In EFP G 6, V/S intelligence is illustrated in activities like: make questions and answers about a picture, match and tell the picture story, write sentences about pictures, imagine, look and say, write or complete a postcard, respond to a chart or a diagram, read graphs or diagrams, draw graphs or diagrams (EFP G 6, WB: p. 61), play crossword games, think and complete, listen and look which picture, label body parts, and say and draw. Activities related to decorating a bulletin board or arranging a learning corner were not included.

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B/K intelligence is present in 82% of the activities. This intelligence is enhanced in activities like read and act, read and order, complete and act, solve riddles, draw diagrams, draw arrows, tell and act stories, do a Palestinian Omelette, play games, play roles and a lot of writing activities including cursive writing.

IE intelligence is present in 77% of the activities, appearing in rubrics like ask and answer, ask each other, listen and repeat, read and act out, talk about, tell the class, write in a group, play games, discuss, work in groups to write a poem, act the story, report, play roles, work in pairs or in groups to accomplish certain tasks, and do a number of limited projects. It seems that the authors of EFP do believe that students at this stage have the vocabulary and the language that help them cooperate, work and communicate with their classmates. It should be noted again that one of the main objectives of EFP is that "language is for communication and interaction".

L/M, M/R, IA, and NI intelligences are less common in EFP G 6. They appear in 18% of the activities. L/M intelligence is present in 39% of the activities. Roughly, 10% of the activities were related to recognizing numbers cardinal and ordinal, distances, weighs and ages, 4 % of activities were related to sequencing and ordering, 2% for conducting experiments, 4% for collecting data and investigating and analyzing things scientifically. L/M is also addressed through various grammatical issues (Present perfect, past progressive, question tag, reported speech, giving advice (should and ought to), and verbs followed by ing, to + infinitive). L/M intelligence appears in activities that require students to solve a riddle, read and order, respond to a questionnaire, arrange alphabetically, write and order, match, match and tell the story, make a list, complete a diagram, read information from graphs or charts and answer questions (EFP G 6, SB: p.62; WB: p. 61), think and say, think and list, predict, correct the incorrect, solve grammatical issues, and other activities related to cardinal and ordinal numbers and dates.

IA intelligence is present in 7% of the activities whereas M/R intelligence is present in 11%. IA intelligence is present in one activity related to survey and other activities related to independent reflective work, such as "can you answer this question?", "read for fun", "did you know?" and "find answers to this riddle". It is clear that the intrapersonal is the least intelligence targeted in EFP.

M/R intelligence is enhanced through songs, poems, and phonology practices in activities like, listen and repeat, listen and decide, listen and draw, practice and say tongue twisters (EFP G 6, WB: p. 8).

NI intelligence is more common in EFP G 6 than the five books analyzed earlier. This intelligence is present in 15% of the activities. This intelligence is activated in tasks related to "Water Cycle", "The Four Seasons", "The Weather", "Healthy Eating", and the lesson related to the "Olive Trees in Palestine" and to various activities related to naming fruit and vegetables (EFP G 6, SB: p. 69). The

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purpose of addressing such scientific issues is to acquire information, learn new concepts, and consider how those concepts apply to students' lives. Such concepts engage students in personal and global connections while fostering oral and written communication skills. In spite of the low percentage of the naturalist intelligence, it seems that science activities or activities related to nature are effectively integrated in EFP G 6. Activities related to nature in this book provide conditions for both learning the foreign language and acquiring scientific concepts (Unit 11: Water Cycle: SB, pp. 46-47). EFP G 6 links foreign language with "content instruction" and "thematic instruction"(See Appendix 8 for samples of G 6 pages). By this, the researcher means that EFP G 6 helps students perceive an integrated picture of the world around them. It enables them to establish meaningful connection among different subjects and asks them to integrate the four language basic skills. However, no activities were designed to be accomplished outside the classroom doors (visiting zoos, museums, sanctuaries, field trips). 3.6.7. Book Seven Intelligence Profile





100 554 Verbal/ Linguistic40.00 219 Logical/Mathematical89.00 491 Visual / Spatial82.12 455 Bodily/ Kinesthetic12.00 64 Musical/Rhythmic81.22 450 Interpersonal7.03 39 Intrapersonal

14.00 75 Naturalist *Total of activities in Book Seven = 554

100%

40.00%

89.00%

82.12%

12.00%

81.22%

7.03%

14.00%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (7): Book Seven MI Profile

Act

iviti

es

Seven Grade

Table (7) shows the MI profile of EFP G 7. The predominant intelligences are

V/L, V/S, B/K and IE intelligence. They are present in 83% of the activities.

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V/L intelligence is present in 100% of the activities in this book since skills for developing V/L are present. EFP G 7 extends the work of Gs 5 and 6. The course emphasizes the communicative approach. The four skills are integrated. Vocabulary and grammar are carefully controlled and are introduced in the context of language skills. The students are guided through graded writing activities to encourage them to write independently.

EFP G 7 introduces different text types or genres, including emails and letters, and a wide variety of information texts. WB provides activities that help students consolidate what they have learned from the student's book. In EFP G 7, students are introduced to the four skills of listening, speaking, reading and writing. About 17% of the activities were designed to develop listening skills while 81% were designed to develop speaking skills. Speaking skills were developed through activities related to dialogue role play, playing games, reading very short text and asking and answering questions, asking each other, looking and saying, doing projects and finishing stories. In G 7, about 12% of the activities were related to developing musical intelligence through rhymes, tongue twisters and poems to develop pronunciation and speaking skills and thus developing V/L intelligence. 2% of the activities were related to games to develop speaking skill and enhance V/L and B/K intelligences. 2% of the activities were riddles to develop L/M, V/S and V/L intelligences. In G 7 WB activities were designed to develop writing skill.

Activities like listen and answer, listen and read, listen and repeat, listen and complete, listen and choose, read and answer, read and complete, read and order, read and say, read and do, read and think, read and discuss, speak and act, think and speak, develop sentences, practice dictionary work, talk about, talk in pairs, develop texts, make new words, make notes, do grammatical activities, ask and answer, and many others, including academic techniques, such as developing texts either through taking/ making notes, and through summary are designed to enhance V/L intelligence.

In EFP G 7, V/S is present in 89% of the activities. V/S intelligence is

illustrated in activities like: read maps, label maps, listen and label, look and answer, look and complete, imagine, use mental images (imagine you see a flower and describe it: EFP G 7, SB: p. 32), look and describe, give directions, make questions and answers about a picture, match and tell the picture story, label pictures, write sentences about pictures, draw, solve crossword puzzles, connect words with a visual (EFP G 7, SB: p. 15) and read and draw diagrams (EFP G 7, WB: p. 21; WB: p. 65).

B/K is present in 82%, shown in activities like read and do, play a game, show

your feelings, listen and do, speak and write, dictate, speak and act, tell the story, search your dictionary (students can use the web dictionary), complete and solve riddles, write emails, understand body language and facial expressions (EFP G 7, SB: p. 10) experiment (EFP G 7, SB: p. 58; WB: p. 54), act out/ read and act out (EFP G

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7, SB: p. 79), read and think (EFP G 7, SB: p. 100: My hands), read and follow instructions (EFP G 7: WB, p. 80), etc.

IE intelligence is present in 81% in activities like ask and answer, listen and

repeat, read and act out, talk about, write in a group, play games, discuss, work in groups to write a poem, act the story, report, ask each other, play roles, work in pairs or in groups, and do limited projects. According to the authors of EFP G 7, themes and topics have been chosen to stimulate and enhance students' interest. These themes and topics reflect the growing maturity of students. "Future Technology", "Ancient Civilizations" "Who's Polluting our World?" "Watch your Manners" and "Animal Language" are some of the themes that are present in G 7. These topics help students to look beyond their immediate school and family environments and start to look at wider world and global issues. These themes give students opportunities to talk as much as possible either in groups or in pairs. It seems that as students move to higher levels IE intelligence is more developed and enhanced.

Like EFP G 6, L/M, M/R, IA and NI intelligences are not highly addressed in EFP G7. They are present in 17% of the activities. L/M intelligence is present in 40% of the activities. Some of the activities were related to recognizing numbers and doing mathematical activities. The rest of the activities ask students to: predict, think and talk, match, create and infer, write sentences in order, think and guess, think and order, think and list, discriminate and distinguish between facts and opinions, sequence and order, read and order, read and correct, do experiments (EFP G 7, SB: p. 58), respond to a questionnaire, rationalize your choice, investigate some matters scientifically, guess what’s missing, solve riddles, write and order, match, read maps, read information from chart and answer questions. Some grammatical issues (Revision of tenses, Reflexive pronouns, present perfect continuous, past perfect, passive voice, and modals) were also addressed in G 7 to develop L/M intelligence. Although L/M intelligence is addressed in 40% of the activities but it is well enhanced in EFP G 7. Activities that require students to distinguish between facts and opinions or to rationalize their choice help them use their higher-order thinking skills. Students move from knowledge and comprehension to analysis, synthesis and evaluation skills.

M/R intelligence is present in 12% of the activities. These activities are related to phonology, poems, rhymes and tongue twister (EFP G 7, WB: p. 52) and reading aloud (EFP G 7, WB: p.96).

IA intelligence is present in 7% whereas NI is present in 14%. IA intelligence is

present in 17 activities related to read and think and to self reflection questionnaires (the best examples are in SB pages, 53 & 101), and the others are related to finding out, thinking, speaking and discussing about favorite animal/ favorite poem/s, imagining activities, planning activities, giving opinions and "did you know" activities.

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NI is present in activities that are related to "Animal Language", "Birds of Palestine, "The Amazing Ostrich", "The Giraffe", "River Jordan", "A Nile Diary" "Who’s Polluting our World", and "Think Global, Act Local". Through such scientific, environmental issues, students have the opportunity to use English language in the context of solving meaningful problems; engaging in the purposeful communicative interactions that promote genuine language use. EFP G 7 integrates language teaching with social responsibility through being aware of national and global issues. Students become socially aware of environmental problems and their responsibility towards solving such problems (See Appendix 9 for samples of G 7 pages). 3.6.8. Book Eight Intelligence Profile





100 623 Verbal/ Linguistic49.00 305 Logical mathematical89.24 556 Visual / Spatial88.28 550 Bodily/ Kinesthetic10.11 63 Musical/Rhythmic83.46 520 Interpersonal9.00 55 Intrapersonal

18.45 115 Naturalist *Total of activities in Book Eight= 623

100%

49.00%

89.24% 88.28%

10.11%

83.46%

9.00%

18.45%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple IntelligencesFigure (8): Book Eight MI Profile

Act

ivite

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Eight Grade

The MI profile of EFP G 8 is predominantly the combination of four major

intelligences, V/L, V/S, B/K and IE intelligence. These intelligences are present in 81% of all activities in the textbook analyzed.

As in all the previous books, V/L is the predominant intelligence. EFP G 8 is a course that complements the work in Gs 6 & 7. In this level, there is a strong emphasis

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on expanding vocabulary, on comparing and contrasting grammatical points and on developing reading skills. The textbook provides different genres (poems and rhymes, prose, stories, with topics such as "Space Exploration", "Sport or Clothes", "Sea Life in Danger". The text also deals with issues like "Friendship", "Responsibility", Offering Help to Others" so as to present the material in a relevant and interesting way beyond school and family environment.

Some academic skills are developed in this textbook such as taking notes,

summarizing, paraphrasing and developing well written paragraphs. In EFP G 8, English language skills are integrated. 16% of the activities refer to listening and understanding. Within these activities, short pronunciation activities are presented focusing on a specific pronunciation points. These activities encourage students to focus their attention on some pronunciation characteristics in order to improve their pronunciation.

Roughly, 83% of the activities were designed to develop speaking skill. Speaking skill appears in rubrics like work in groups, work with a partner, act out, discuss, talk about, play roles, and ask and answer, etc. WB activities were designed to develop writing skill. Written tasks are arranged in stages, moving from completing texts with information to writing a parallel text with different information. The workbook includes dictation which helps students link between sounds and written forms in English. 2% vocabulary puzzle activities are also included to help students review new active vocabulary. 1% of the activities referred to playing games in order to develop V/L, V/S and B/K intelligence.

V/L intelligence is present in activities like listen and number, listen and do, listen and complete the table, listen and match, listen and recite, listen and practice pronunciation, listen and check answers, read and answer, read and find, read and complete, read and act out, read and mark, read and check, discuss, work with a partner, talk about, explain, describe, write about somebody, write paragraphs, add to the network, complete a summary, etc.

EFP G 8 has a double strand of communicative activities and skills work. Skills of reading, writing, listening and speaking are integrated and more emphasis is laid on developing academic skills required for higher level learning. G 8 as G 7, students learn to analyze words, build their vocabulary, improve their reading comprehension skills, use headings, captions, pictures, and other textual clues to enhance understanding, interpret tables, graphs, charts, maps, write for a variety of purposes and learn the grammatical structure of language.

V/S is present in 89% of the activities. A large number of these activities were designed to help students develop their V/S intelligence through responding to pictures or cartoons like the one on (EFP G 8, SB: p. 34) in which students are to look at the cartoon and answer the questions. 4% was designed to solve puzzles or other spatial

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tasks. This intelligence is enhanced in activities like: match the words with the pictures, read and complete the table, look at the picture and answer the questions, use notes to give new reports, look at the diagram and answer the questions (EFP G 8, SB: p. 20), look and find, compare between pictures, read maps, add to the network (EFP G 8, SB: p. 13), look and compare exercises, write descriptive paragraphs and write messages or emails.

In EFP G 8, it seems that the types of activities and topics that exist in this book enhance visual spatial intelligence in higher percentages than the previous books analyzed.

B/K intelligence is present in 88% of the activities. It is present in activities like listen and do, read and act out, work with a partner and play a game, play roles, and take part of a story character and tell the whole story, write and complete, guess the feeling (nonverbal communication) (EFP G 8, SB: p. 48), match pictures to the paragraphs, and put in order, in addition to the written activities, and many others. IE intelligence is present in 83% of the activities in rubrics like work with a partner and discuss (ideas), work with a partner and compare your feelings, read and act out, share with a partner, share what you remember, share ideas, report to class, discuss, work in pairs, ask and answer, role play, take turns to talk about recent changes in your area, write/complete the dialogue, and complete the conversation with suggestions, and many others. Topics in G 8 continue to develop in line with students' age. Each topic has a main topic, such as "Space Exploration", "Sports", "Clothes", "Friendship", "The Story of Money", "How to Get Healthy", etc. These topics are considered by the authors effective subjects to practice speaking skills either through the classroom discussion or through working in pairs or in groups.

L/M, M/R, IA and NI intelligences are present in 19% of the activities analyzed. L/M intelligence is present in 49% of all the activities in the textbook. In G 8, 3% of the activities were designed to help students create and solve problems involving addition, subtraction, multiplication, division of numbers, fraction and decimals, match fractions to percentages (EFP G 8, WB: p. 92), play math games (EFP G 8, SB: p. 97), and read telephone numbers (double, treble) (EFP G 8, SB: p. 80) as to develop L/M intelligence. 3% of the activities refer to word ordering, sequencing information and guessing and predicting. L/M is likewise enhanced in activities that address grammatical issues. Activities like, listen and number, listen and complete the table, number the sentences in correct order, , match items, compare between pictures, complete the time line, put in order, do grammatical tasks, give your opinion, give your explanation, decide, suggest, and state similarities are the types of activities that were designed to enhance this intelligence. Similar to EFP G 7, the types of activities that address the L/M intelligence help students develop their higher order thinking skills.

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M/R intelligence is present in 10% of activities. No songs are included in G 8. M/R intelligence is enhanced in activities related to 6 poems in addition to the pronunciation activities that aim to develop students' phonetic skills. M/R intelligence appears in rubrics like, practice your pronunciation, intonation, mark the pairs that rhyme, read and find the type of music, read and find musical instruments, listen to poems, and recite the poem (EFP G 8, SB: p. 52).

IA intelligence is present in only 9% of all the activities in the textbook. Activities are like: write diary pages, list things you like and you don’t like (fruit, vegetables), write a simple short story about yourself, choose the feeling, and "did you know" exercises are all designed to enhance this intelligence. NI is present in 18% of all the activities in the book. This intelligence is reflected in activities that related to topics like how to get healthy, the food we eat, long journey into space, wild weather, the world of animals, species in danger, sea life in danger, poems related to natural elements, things in nature (EFP G 8, SB: p. 104), storm in Palestine, the planets, and activities related to fruit and vegetables (EFP G 8, WB: pp. 67-68) (See Appendix 10 for samples of G 8 pages). In the researcher point of view, as in Gs 6 & 7, the NI intelligence in G 8 is well developed comparing to the earlier textbooks analyzed. Integration of naturalist issues is viewed as a way to enhance overall skills of English language in addition to the development of thinking skills.

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3.6.9. The Multiple Intelligence Profile of EFP Gs 1-8

Table (13): MI Profile for EFP Grades 1-8 (An Overview) English for Palestine Intelligence Profile

Percentage of occurrence




100 3585 Verbal/ Linguistic78.00 2784 Visual/ Spatial76.34 2737 Bodily/ Kinesthetic64.10 2298 Interpersonal 35.00 1254 Logical/ Mathematical12.00 417 Naturalist9.48 340 Musical/Rhythmic8.00 287 Intrapersonal

*Total of activities in all of the eight textbooks: 3585

100%

35.00%

78.00%76.34%

9.48%

64.10%

8.00%12.00%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Multiple Intelligences Figure (9): EFP MI Profile

Act

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All classes

One of the aims of this study is to analyze EFP in order to identify its general intelligence profile. In this chapter, the researcher first described the methodology for the data collection. Then, the results and the discussions for the general intelligence profile were presented with elaboration of the predominant intelligences, the less common ones and the type of activities that cater to the eight intelligences in each book analyzed.

The results show that EFP intelligence profile of the eight textbooks analyzed

in this study is predominantly composed of V/L, V/S, B/K and IE intelligences. They are present in 83% of the activities. As noted previously, activities are verbal linguistic-oriented and by far the most frequently occurring in the eight textbooks analyzed. According to the analysis in this study V/L is present in 100% of the activities, V/S is present in 78%, B/K intelligence is present in 76% and IE intelligence is present in

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64% of all the activities analyzed. The less common intelligences are IA intelligence with 8%, M/R with 9%, NI intelligence with 12%, and L/M with 35%.

Discussing the previous results is presented after illustrating the results

gathered from the respondents of the study in order to compare their results with the researcher and then identify the MI profile of EFP identified by all. In the following section the researcher presents the evaluation of all the subjects of the study. 3.7. The Second Part of the Study The Evaluation of the Palestinian Experts, Teachers and Supervisors of EFP Based on the Theory of MI

This study has also sought to investigate the evaluation of the Palestinian experts, teachers and supervisors of EFP textbooks from G 1 to G 8 based on the theory of MI. The second question of the study was: What is the evaluation of EFP materials used from grade one to grade eight as perceived by various stakeholders, i.e. ELT experts, teachers, and supervisors based on the theory of MI?

To accomplish the stated goals, a questionnaire was designed and administered

to the subjects in order to gather information about how they evaluate the eight textbooks of EFP. The quantitative analysis that was performed on this data used the statistical program SPSS (Statistical Package for the Social Sciences) for windows, thus dealing with the second component of the study to determine how each group evaluated EFP. The answers from the subjects are presented, compared and discussed. The results are presented in sequence from G 1-G 8. It should be noted that the means and the standard deviations for all the items and the scales were calculated. The means were calculated by giving one point for "Can't decide" response, two points for "No" response and three points for "Yes" response.

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3.7.1. The Evaluation of EFP G1 Table (14)

(A): Experts' Evaluation for EFP Textbook G1 No. All Scales Means Standard

Deviation1. Verbal/ Linguistic Intelligence 1.46 0.0002. Logical/ Mathematical Intelligence 1.71 0.0003. Visual/ Spatial Intelligence 1.62 0.0004. Bodily/ kinesthetic Intelligence 1.20 0.0005. Musical/Rhythmic Intelligence 1.78 0.0006. Interpersonal Intelligence 1.64 0.0007. Intrapersonal Intelligence 1.33 0.0008. Naturalist Intelligence 2.00 0.000

All Points for the Eight Scales 1.79 0.000Table (14: A) shows the responses of the experts' evaluation on the different scales of the questionnaire. The means and the standard deviations for the items and the scales were calculated. The means were between 1.00 as the lowest mean and 2.00 as the highest mean (See Appendix 11). The means for the scales were 1.20 for the B/K intelligence and 2.00 for the NI intelligence. The means of all the scales were 1.79 and this indicates that the experts' responses were negative.

Table (14)

(B): Teachers' Evaluation for EFP Textbook G1 No. All Scales Means Standard

Deviation1. Verbal/ Linguistic Intelligence 2.54 0.2662. Logical/ Mathematical Intelligence 2.33 0.3073. Visual/ Spatial Intelligence 2.43 0.3644. Bodily/ kinesthetic Intelligence 2.59 0.3485. Musical/Rhythmic Intelligence 2.30 0.3356. Interpersonal Intelligence 2.46 0.3057. Intrapersonal Intelligence 2.05 0.3318. Naturalist Intelligence 2.37 0.347 All Points for the Eight Scales 2.65 0.258

Table (14: B) shows the responses of the teachers' evaluation on the different scales of the questionnaire. The means were between 1.90 for the item "Grammar activities are presented deductively" as the lowest mean and 2.94 for the item "The textbook includes written activities" as the highest mean (See Appendix 11). The means were between 2.05 for IA intelligence, 2.59 for B/K intelligence, and 2.54 for V/L intelligence. The means of the whole scales were 2.65 and this shows that the teachers' responses were positive unlike the experts.

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Table (14) (C): Supervisors' Evaluation for EFP Textbook G 1

No. All Scales Means Standard Deviation

1. Verbal/ Linguistic Intelligence 2.28 0.6812. Logical/ Mathematical intelligence 2.22 0.4673. Visual/ Spatial Intelligence 2.38 0.6604. Bodily/ kinesthetic Intelligence 2.29 0.7375. Musical/Rhythmic Intelligence 2.19 0.5476. Interpersonal Intelligence 2.31 0.6657. Intrapersonal Intelligence 2.03 0.4998. Naturalist Intelligence 2.34 0.602

All Points for the Eight Scales 2.36 0.645Table (14: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 1.82 for the item "The textbook helps students create their own songs and jingles" as the lowest mean and 2.64 for the item "The textbook enhances peer tutoring" as the highest mean (See Appendix 11). The means were between 2.03 for IA intelligence and 2.38 for V/S intelligence. The means of the whole scales were 2.36 and this indicates that the supervisors' answers were positive like teachers but unlike the experts.

Table (14) (D): Experts, Teachers, and Supervisors' Evaluation for EFP Textbook G 1 No. All Scales Means Standard


All Points for the Eight Scales 2.57 0.381Table (14: D) shows the responses of all the subjects (experts, teachers and supervisors) on the different scales. The means were between 1.94 for the item "Grammar activities are presented deductively" as the lowest mean and 2.74 for the items "The textbook provides role-play activities" and "The textbook provides body language activities" as the highest mean (See Appendix 11). The means were between 2.04 for IA intelligence and 2.52 for B/K intelligence. The means of the whole scales were 2.57 and this indicates that the subjects' answers were positive.

Experts identified no intelligences for EFP G 1 whereas teachers and supervisors were slightly similar in their evaluation. They stated that the least intelligence enhanced in EFP G1 is the IA intelligence. Teachers stated that the most enhanced intelligences are the B/K and V/L whereas supervisors stated that the V/S intelligence is the most enhanced one. All the subjects indicated the IA is the least intelligence enhanced and that the B/K is EFP G 1 intelligence profile.

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This evaluation matches the researcher's findings in which she stated that EFP G1 highly addresses V/L, V/S and B/K intelligences whereas the IA intelligence is the least addressed. English language teachers and supervisors usually consider English textbooks the basic tool for language instruction and thus they were able to share some of the results. 3.7.2. The Evaluation of EFP G 2

Table (15) (A): Experts' Evaluation for EFP Textbook G 2


1. Verbal/ Linguistic Intelligence 1.69 0.0002. Logical/ Mathematical Intelligence 1.81 0.0003. Visual/ Spatial Intelligence 1.62 0.0004. Bodily/ kinesthetic Intelligence 1.30 0.0005. Musical/Rhythmic Intelligence 1.67 0.0006. Interpersonal Intelligence 1.73 0.0007. Intrapersonal Intelligence 1.67 0.0008. Naturalist Intelligence 2.00 0.000

All Points for the Eight Scales 1.90 0.000Table (15: A) shows the responses of the experts' evaluation on the different scales. The means were between 1.00 as the lowest mean and 3.00 as the highest mean for the item "Grammar activities are presented deductively" (See Appendix 12). The means were between 1.30 for the B/K intelligence and 2.00 for the NI intelligence. The means of the whole scales were 1.90 and this reveals that the experts' evaluation was negative.

Table (15) (B): Teachers' Evaluation for EFP Textbook G 2



All Points for the Eight Scales 2.68 0.284Table (15: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.79 for the item "There are activities that require students to use or respond to multi media (such as CD-Roms, DVDs, Video films, etc.)" as the lowest mean whereas 2.92 for the item "The textbook includes group work communicative activities" as the highest mean (See Appendix 12). The means were between 1.93 for the IA intelligence, 2.66 for the B/K intelligence, 2.53 for V/L and

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2.52 for IE intelligence. The means of the whole scales were 2.68 and this indicates that the teachers' responses were positive unlike the experts'.




All Points for the Eight Scales 2.95 0.314Table (15: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 2.00 for the item "The new vocabulary is presented in a variety of ways (e.g. glosses, appositives)" as the lowest mean and 2.78 for the item "The textbook provides activities that require students to sequence information" as the highest mean (See Appendix 12). The means were between 2.11 for the IA intelligence, 2.67 for the V/L intelligence and 2.54 for L/M intelligence. The means of the whole scales were 2.95 and this indicates that the supervisors' evaluation was positive as teachers' but unlike the experts'.

Table (15) (D): Experts, Teachers, and Supervisors' Evaluation for EFP Textbook G 2



All Points for the Eight Scales 2.68 0.321Table (15: D) shows the responses of all the subjects' evaluation on the different scales. The means were between 1.90 for the item "There are activities that require students use or respond to multi-media (such as CD-ROMS, DVDS, video films, etc.)" as the lowest mean and 2.81 for the items "The textbook provides students with listening activities" and "The textbook includes pair work communicative activities" as the highest mean (See Appendix 12). The means were between 1.96 for the IA intelligence, 2.61 for the B/K intelligence and 2.54 for the V/L intelligence. The overall means were 2.68 which reveal the positive responses of the entire subject.

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Similar to EFP G 1, experts identified no intelligences in G 2 while teachers and supervisors were similar in their evaluation. They indicated that the least intelligence enhanced in EFP G 2 is the IA intelligence and the most enhanced is the V/L intelligence. In teachers' evaluation they emphasized that the B/K intelligence and the IE intelligence are similarly part of the intelligences addressed in G 2 while supervisors indicated that L/M is part of G 2 intelligence profile. All the subjects indicated that in EFP G 2, IA is the least intelligence addressed while B/K and V/L are the most intelligences addressed. These results match some of the researcher's in which she stated that EFP G2 enhances V/L, and B/K intelligences but at the same time V/S is enhanced in G 2. The researcher likewise stated that the IA is the least intelligence addressed.

3.7.3. The Evaluation of EFP G 3




All Points for the Eight Scales 1.60 0.000Table (16: A) the responses of the experts' evaluation on the different scales. The means were between 1.00 as the lowest mean and 3.00 for the item "Grammar activities are presented deductively" as the highest mean (See Appendix 13). The means were between 1.20 for the B/K intelligence and 2.00 for the NI. The means of the whole scales were 1.60 and this indicates that the experts' responses were negative. Table (16)

(B): Teachers' Evaluation for EFP Textbook G 3 No. All Scales Means Standard

Deviation1. Verbal/ Linguistic Intelligence 2.57 0.3282. Logical/ Mathematical Intelligence 2.49 0.2823. Visual/ Spatial Intelligence 2.44 0.3904. Bodily/ kinesthetic Intelligence 2.63 0.397 5. Musical/Rhythmic Intelligence 2.33 0.3226. Interpersonal Intelligence 2.55 0.343 7. Intrapersonal Intelligence 1.88 0.3698. Naturalist Intelligence 2.48 0.350

All Points for the Eight Scales 2.76 0.194Table (16: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.91 for the item "Grammar activities are presented

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deductively" as the lowest mean and 2.87 for the item "The textbook provides activities that require students to act out dialogues" as the highest mean (See Appendix 13). The means were between 1.88 for IA intelligence, 2.63 for B/K intelligence, 2.57 for V/L intelligence and 2.55 for IE intelligence. The means of the whole scales were 2.76 and this indicates that the teachers' responses were positive unlike the experts'.




All Points for the Eight Scales 2.51 0.889Table (16: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 1.86 for the item "The textbook provides silent reading activities" as the lowest mean and 2.86 for the item "The textbook enhances self assessment" as the highest mean (See Appendix 13). The means were between 2.17 for IA intelligence and 2.55 for the IE intelligence. The means of the whole scales were 2.51 and this indicates that the supervisors' answers were positive like teachers' but unlike the experts'.




All Points for the Eight Scales 2.75 0.284Table (16: D) shows the evaluation of the experts, teachers and supervisors on the different scales. The means were between 1.97 for the items "The textbook includes imaginative activities" and "Grammar activities are presented deductively" as the lowest mean and 2.83 for the item "The textbook provides students with listening activities" as the highest mean (See Appendix 13). The means were between 1.91 for IA intelligence, 2.58 for B/K intelligence, 2.54 for V/L intelligence and 2.53 for IE intelligence. The overall means were 2.75 and this indicates the positive responses of the entire subject.

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Like EFP G 1 & G 2 teachers and supervisors were similar in identifying the least intelligence enhanced in EFP G 3. They indicated that IA is the least intelligence addressed. Teachers indicated that the most enhanced intelligences are the B/K, V/L and IE. Supervisors indicated that the most enhanced intelligence is the IE while experts did not identify any intelligence. All the subjects indicated that IA is the least intelligence addressed while B/K, V/L and the IE are the most intelligences enhanced in EFP G 3. This evaluation matches part of the researcher's findings in which she stated that EFP G 3 not only enhances V/L and B/K but also the V/S intelligences. The researcher also stated that the IE and the IA intelligence are not part of G 3 intelligence profile



Table (17: A) shows the responses of the experts' evaluation on the different scales. The means were between 1.00 as the lowest mean and 2.00 as the highest mean (See Appendix 14). The means were between 1.23 for V/L intelligence and 1.73 for IE intelligence. The means of the whole scales were 1.65 and this reveals that the experts' evaluation was negative.


Table (17: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.77 for the item "Grammar activities are presented deductively" as the lowest mean and 2.85 for the item "The textbook provides various



All Points for the Eight Scales 1.65 0.000




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speaking activities" as the highest mean (See Appendix 14). The means were between 1.95 for IA intelligence, 2.64 for the V/L intelligence, 2.60 for B/K intelligence and 2.57 for IE intelligence. The means of the whole scales were 2.81 and this reveals that the teachers' responses were positive unlike the experts'.

Table (17)

(C): Supervisors' Evaluation for EFP Textbook G 4 No. All Scales Means Standard

Deviation1. Verbal/ Linguistic Intelligence 2.44 0.6032. Logical/ Mathematical Intelligence 2.53 0.2443. Visual/ Spatial Intelligence 2.44 0.5234. Bodily/ kinesthetic Intelligence 2.53 0.6205. Musical/Rhythmic Intelligence 2.38 0.5366. Interpersonal Intelligence 2.47 0.494 7. Intrapersonal Intelligence 2.11 0.4168. Naturalist Intelligence 2.45 0.652

All Points for the Eight Scales 2.84 0.285Table (17: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 1.88 for the item "Grammar activities are presented inductively" as the lowest mean and 2.75 for the item "The textbook provides activities that require students to act out dialogues" as the highest mean (See Appendix 14). The means were between 2.11 for IA intelligence and 2.53 for L/M and B/K intelligence. The means of the whole scales were 2.84 and this shows that the supervisors' responses were positive like the teachers'.

Table (17)

(D): Experts, Teachers and Supervisors' Evaluation for EFP Textbook G 4

Table (17: D) shows the responses of all the subjects' evaluation on the different scales. The means were between 1.84 for the item "Grammar activities are presented deductively" as the lowest mean and 2.77 for the item "The textbook provides various speaking activities" as the highest mean (See Appendix 14). The means were between 1.96 for IA intelligence, 2.58 for V/L intelligence, 2.56 for B/K intelligence and 2.52 for IE. The means of the whole scales were 2.77 and this indicates that the subjects' responses were positive.




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Unlike experts, teachers and supervisors were similar in their evaluation by stating that the least intelligence enhanced in EFP G 4 is the IA intelligence and the most enhanced is the B/K. Teachers stated that V/L and IE are parts of G 4 intelligence profile whereas supervisors stated that L/M is similarly part of G4 intelligence profile. The evaluation of all the subjects showed that the intelligences that are enhanced in EFP G 4 are V/L, B/K and IE intelligence. These results match the researchers' findings; however, the researcher stated that the V/S is additionally part of the intelligence profile of book G 4. 3.7.5. The Evaluation of EFP G 5




All Points for the Eight Scales 2.81 0.000Table (18: A) shows the responses of the experts' evaluation on the different scales. The means were between 1.33 for the item "The new vocabulary is presented in a variety of ways (e.g. glosses, appositives) as the lowest mean and 3.00 for the item "There are interactive and task-based activities that require students to use new vocabulary communicatively" as the highest mean (See Appendix 15). The means were between 2.04 for IA intelligence, 2.75 for V/L intelligence and 2.57 for NI intelligence. The overall means were 2.81 and this indicates that the experts' evaluation was positive.




All Points for the Eight Scales 2.70 0.380 Table (18: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.89 for the item "There are activities that require students to use or respond to multi-media (such as CD-Roms, DVD/s, videos, films, etc.)" as

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the lowest mean whereas 2.83 for the item "The textbook provides body language activities" as the highest mean (See Appendix 15). The means were between 1.97 for IA intelligence, 2.63 for V/L intelligence, 2.57 for B/K intelligence and 2.52 for NI intelligence. The overall means were 2.70 and this indicates that the teachers' responses were positive.




All Points for the Eight Scales 2.53 0.000Table (18: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 1.83 as the lowest mean and 3.0 as the highest mean for the item "The textbook includes activities that require students to respond and express themselves physically" (See Appendix 15). The means were between 2.07 for IA intelligence and 2.48 for B/K intelligence. The overall means were 2.53 and this represents the positive responses of the supervisors.

Table (18)

(D): Experts, Teachers, and Supervisors' for EFP Textbook G 5 No. All Scales Means Standard

Deviation 1. Verbal/ Linguistic Intelligence 2.61 0.4212. Logical/ Mathematical Intelligence 2.43 0.4183. Visual/ Spatial Intelligence 2.34 0.4194. Bodily/ kinesthetic Intelligence 2.55 0.5075. Musical/Rhythmic Intelligence 2.26 0.3846. Interpersonal Intelligence 2.42 0.4477. Intrapersonal Intelligence 1.99 0.3958. Naturalist Intelligence 2.52 0.453

All Points for the Eight Scales 2.70 0.370 Table (18: D) shows the responses of all the subjects' evaluation on the different scales. The means were between 1.90 for the item "There are activities that require students use or respond to multi-media (such as CD-ROMS, DVDs, video films, etc" as the lowest mean whereas 2.81 for the item "The textbook provides body language activities" as the highest mean (See Appendix 15). The means were between 1.99 for IA intelligence, 2.61 for V/L intelligence, 2.55 for B/K intelligence and 2.52 for NI intelligence. The overall means were 2.70 and this indicates the positive responses of all the subjects.

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Experts stated that the intelligence profile of G 5 is V/L and NI intelligences whereas teachers indicated that V/L, B/K and NI are G 5 intelligences profile. Supervisors identified the B/K intelligence as G 5 intelligence profile. All the subjects identified that the most enhanced intelligences in EFP G 5 are V/L, B/K and NI intelligences. This evaluation matches part of the researcher's results in which she stated that EFP G 5 enhances V/L and B/K intelligences but other intelligences are also enhanced like V/S and IE intelligences. NI and IA intelligences are not part of G 5 intelligences profile as stated by the researcher.




1. Verbal/ Linguistic Intelligence 2.75 0.2452. Logical/ Mathematical Intelligence 2.71 0.404 3. Visual/ Spatial Intelligence 2.77 0.000 4. Bodily/ kinesthetic Intelligence 2.90 0.1415. Musical/Rhythmic Intelligence 2.56 0.4716. Interpersonal Intelligence 2.64 0.0007. Intrapersonal Intelligence 2.28 0.550 8. Naturalist Intelligence 2.90 0.141

All Points for the Eight Scales 2.81 0.000Table (19: A) shows the responses of the experts' evaluation on the different scales. The means were between 2.00 as the lowest mean and 3.00 as the highest mean (See Appendix 16). The means were between 2.28 for IA intelligence and 2.90 for both the B/K intelligence and the NI intelligence. The overall means were 2.81 and this indicates that the experts' responses were positive.


Table (19: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.77 for the items "Grammar activities are presented deductively" as the lowest mean whereas 2.77 for the item "The textbook provides


1. Verbal/ Linguistic Intelligence 2.51 0.5322. Logical/ Mathematical Intelligence 2.43 0.5253. Visual/ Spatial Intelligence 2.32 0.4454. Bodily/ kinesthetic Intelligence 2.50 0.5745. Musical/Rhythmic Intelligence 2.29 0.4446. Interpersonal Intelligence 2.49 0.510 7. Intrapersonal Intelligence 2.01 0.4408. Naturalist Intelligence 2.53 0.558


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body language activities" as the highest mean (See Appendix 16). The means were between 2.01 for IA intelligence, 2.53 for NI intelligence, 2.51 for V/L intelligence and 2.50 for B/K intelligence. The overall means were 2.64 and this suggests the teachers' positive responses.




All Points for the Eight Scales 2.98 0.236Table (19: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 2.00 as the lowest mean and 3.00 as the highest mean (See Appendix 16). The means were between 2.33 for IA intelligence, 2.84 for B/K intelligence and 2.82 for V/L intelligence. The overall means were 2.98 and this indicates that the supervisors' responses were positive.

Table (19) (D): Experts, Teachers, Supervisors' Evaluation for EFP Textbook G 6



All Points for the Eight scales 2.67 0.553Table (19: D) shows the responses of all the subjects' evaluation on the different scales. The means were between 1.87 as the lowest mean and 2.79 as the highest mean (See Appendix 16). The means were between 2.05 for IA intelligence, 2.56 for NI intelligence, 2.55 for V/L intelligence, 2.54 for B/K intelligence and 2.51 for IE intelligence. The overall means were 2.67 and this indicates that the subjects' responses were positive. The evaluative data provided by the experts' shows that IA is the least intelligence enhanced in EFP G 6 and that the B/K and the NI intelligence are G 6 intelligences profile. Like experts, teachers indicated that the NI and the B/K are highly addressed in G 6 but they also added the V/L as part of G 6 intelligence profile. Supervisors

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indicated that almost all the intelligences are part of G 6 with the emphasis on the B/K and V/L intelligences. All the subjects indicated that in EFP G6, the least intelligence addressed is the IA and the most addressed are the NI, the V/L, B/K and the IE intelligences. Some of the results match the researcher's findings in which she indicated that the intelligence profile of G 6 is V/L, B/K, IE in addition to V/S. IA and NI intelligences were not stated as part of G 6 intelligence profile by the researcher. 3.7.7. The Evaluation of EFP G 7




All Points for the Eight Scales 2.81 0.000Table (20: A) shows the responses of the experts' evaluation on the different scales. The means were between 1.00 as the lowest mean and 3.00 as the highest mean (See Appendix 17). The means were between 1.59 for IA intelligence and 2.64 for IE intelligence. The overall means were 2.81 and this reveals that the experts' responses were positive.

Table (20)



All Points for the Eight Scales 2.60 0.468Table (20: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.89 for the item "The textbook includes activities for journal writings" as the lowest mean and 2.7 for the item "The textbook provides role-play activities" as the highest mean (See Appendix 17). The means were between 2.03 for IA intelligence and 2.54 for V/L intelligence. The overall means were 2.60 and this represents the positive responses of the teachers.

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Table (20)

(C): Supervisors' Evaluation for EFP Textbook G 7


1. Verbal/ Linguistic Intelligence 2.76 0.2652. Logical/ Mathematical Intelligence 2.46 0.1883. Visual/ Spatial Intelligence 2.63 0.1784. Bodily/ kinesthetic Intelligence 2.82 0.147 5. Musical/Rhythmic Intelligence 2.69 0.2986. Interpersonal Intelligence 2.73 0.1827. Intrapersonal Intelligence 2.31 0.1228. Naturalist Intelligence 2.60 0.412

All Points for the Eight Scales 2.68 0.196Table (20: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 2.00 for the items "The textbook helps students design and conduct experiment & "The textbook provides activities that require students to investigate and analyze matters scientifically" as the lowest mean and 3.00 as the highest mean (See Appendix 17). The means were between 2.31 for IA intelligence, 2.82 for B/K intelligence, 2.76 for V/L intelligence and 2.73 for IE intelligence. All means were 2.68 which indicate the positive responses of the supervisors.




All Points for the Eight Scales 2.62 0.439Table (20: D) shows the evaluation of all the subjects' on the different scales. The means were between 1.95 for the item "The textbook includes activities for journal writing" as the lowest mean whereas 2.70 for the item "The textbook provides activities that require students to act out dialogues" & "The textbook provides role play activities" as the highest mean (See Appendix 17). The means were between 2.03 for IA intelligence, 2.54 for V/L intelligence and 2.50 for B/K intelligence. All means were 2.62 and this represents the positive responses of the entire subject. The analysis of G 7 shows that the least intelligence addressed is IA and the most intelligences addressed are the V/L and B/K intelligences. Experts identified the IE intelligence, teachers identified the V/L while supervisors identified the B/K, V/L and

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IE as the most intelligences addressed in EFP G 7. These results match part of the researchers' findings. The researcher stated that G 7 enhances V/L and B/K but at the same time other intelligences are enhanced as V/S and IE.



Table (21: A) shows the responses of the experts' evaluation on the different scales. The means were between 1.00 as the lowest mean and 3.00 as the highest mean (See Appendix 18). The means were between 1.89 for the IA scale and 2.80 for both the B/K and NI intelligence. The means for the V/S intelligence were 2.77. The overall means were 2.81 and this indicates that the experts' responses were positive.

Table (21)


Deviation1. Verbal/ Linguistic Intelligence 2.68 0.280 2. Logical/ Mathematical Intelligence 2.54 0.317 3. Visual/ Spatial Intelligence 2.42 0.373 4. Bodily/ kinesthetic Intelligence 2.62 0.355 5. Musical/Rhythmic Intelligence 2.32 0.312 6. Interpersonal Intelligence 2.63 0.273 7. Intrapersonal Intelligence 2.15 0.367 8. Naturalist Intelligence 2.54 0.408

All Points for the Eight Scales 2.81 0.244 Table (21: B) shows the responses of the teachers' evaluation on the different scales. The means were between 1.94 for the item "The textbook provides humor or joke" as the lowest mean and 2.96 as the highest mean (See Appendix 18). The means were between 2.15 for the IA intelligence, 2.68 for the V/L intelligence, 2.63 for IE intelligence and 2.62 for B/K intelligence. The overall means were 2.81 and this represents the positive responses of the teachers.




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1. Verbal/ Linguistic Intelligence 2.73 0.243 2. Logical/ Mathematical Intelligence 2.57 0.360 3. Visual/ Spatial Intelligence 2.60 0.269 4. Bodily/ kinesthetic Intelligence 2.83 0.126 5. Musical/Rhythmic Intelligence 2.52 0.280 6. Interpersonal Intelligence 2.57 0.271 7. Intrapersonal Intelligence 2.19 0.229 8. Naturalist Intelligence 2.68 0.457

All Points for the Eight Scales 2.83 0.498 Table (21: C) shows the responses of the supervisors' evaluation on the different scales. The means were between 1.75 for the item "Grammar activities are presented inductively" as the lowest mean and 3.0 as the highest mean (See Appendix 18). The means were between 2.19 for the IA intelligence and 2.83 for B/K intelligence, 2.73 for the V/L intelligence and 2.68 for the NI intelligence. The overall means were 2.83 and this reveals that the supervisors' responses were positive.

Table (21) (D) Experts, Teachers, and Supervisors' Evaluation for EFP Textbook G 8



All Points for the Eight Scales 2.81 0.245Table (21: D) shows the responses of the all the subjects' evaluation on the different scales. The means were between 2.00 as the lowest mean and 2.96 as the highest mean (See Appendix 18). The means were between 2.14 for the IA scale, 2.68 for V/L intelligence, 2.64 for B/K intelligence and 2.63 for IE intelligence. The overall means were 2.81. This reveals the positive responses of the entire subject. The analysis of G 8 shows that the least intelligence addressed is IA. Almost all intelligences are addressed in EFP G 8 with V/L, B/K and IE as the most addressed. Experts identified the B/K, NI and V/S intelligences, teachers identified the V/L, IE, and the B/K intelligences, while supervisors identified almost all the intelligences with the B/K, V/L and NI as the most intelligences addressed. These results match the researchers' findings in which she indicated that the intelligence profile of G 8 is V/L, B/K, V/S and IE.

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3.7.9. The Evaluation of EFP Gs 1-8 Table (22)

All Grades by All (Experts, Teachers, Supervisors) No. All Scales Means Standard


All Points for the Eight Scales 2.69 0.373Table (22) shows the responses of all the subjects' evaluation on the different scales. The means were between 1.98 for the item" Grammar activities are presented deductively" as the lowest mean and 2.77 for the item "The textbook includes written activities" as the highest mean (See Appendix 19). The means were between 2.00 for the IA scale, 2.56 for both V/L intelligence and B/K intelligence, 2.48 for IE intelligence, 2.45 for NI, 2. 42 for L/M, and 2.39 for V/S. And by this the intelligence profile of EFP from G 1-8 has been identified by revealing that EFP enhances V/L, B/K, IE, NI, L/M and V/S intelligences as identified by ELT experts, teachers and supervisors. 3.8. A Summary of Data Analysis In order to make the picture of the analysis clearer, the researcher summarized all the results in the following tables. Table (23: A)

A Summarizing Table for all Textbooks Intelligences Profiles Identified by the Researcher for Discussing the Results

Textbooks Percentages of Intelligences Identified by the Researcher Grades V/L

100% L/M

100% V/S 100%

B/K 100%

M/R 100%

IE 100%

IA 100%

NI 100%

Intelligence Profiles

One 100 21.40 78.00 67.00 12.37 25.41 7.00 11.00 V/L + V/S + B/K

Two 100 28.00 79.00 74.00 11.00 37.00 6.00 6.00 V/L + V/S + B/K

Three 100 22.00 61.00 66.00 6.00 42.40 9.00 5.00 V/L + B/K + V/S

Four 100 28.37 54.00 58.00 7.00 50.00 7.00 8.00 V/L + B/K+ V/S + IE

Five 100 36.00 82.00 78.00 7.00 78.00 12.00 10.00 V/L + V/S +B/K + IE

Six 100 39.31 75.40 82.25 11.29 77.00 7.00 15.12 V/L + B/K + IE + V/S

Seven 100 40.00 89.00 82.12 12.00 81.22 7.03 14.00 V/L +V/S+ B/K + IE

Eight 100 49.00 89.24 88.28 10.11 83.46 9.00 18.45 V/L + V/S+ B/K + IE

All Grades 100 35.00 78.00 76.34 9.48 64.10 8.00 12.00 V/L + V/S + B/K+ IE

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Table (23: B)

A Summarizing Table for all Textbooks Intelligences Profiles Identified by Experts, Teachers, and Supervisors for Discussing the Results (Means)

Textbooks Means of Intelligences Identified by all Subjects (Experts, Teachers, Supervisors) Grades V/L L/M V/S B/K M/R IE IA NI All Intelligence

Profiles One 2.47 2.30 2.41 2.52 2.27 2.42 2.04 2.35 2.57 B/K + V/L+

IE + V/S Two 2.54 2.39 2.39 2.61 2.33 2.48 1.96 2.41 2.68 B/K + V/L+

IE + NI Three 2.54 2.47 2.42 2.58 2.32 2.53 1.91 2.44 2.75 B/K + V/L +

IE+ L/M Four 2.58 2.44 2.43 2.56 2.33 2.52 1.96 2.41 2.77 V/L+ B/K +

IE + L/M Five 2.61 2.43 2.34 2.55 2.26 2.42 1.99 2.52 2.70 V/L + B/K +

NI+ L/M Six 2.55 2.45 2.36 2.54 2.32 2.51 2.05 2.56 2.67 NI + V/L +

B/K + IE Seven 2.54 2.38 2.35 2.50 2.30 2.39 2.03 2.45 2.62 V/L + B/K +

NI Eight 2.68 2.53 2.45 2.64 2.33 2.63 2.14 2.56 2.81 V/L + B/K +

IE + NI All Grades

by All 2.56 2.42 2.39 2.56 2.31 2.48 2.00 2.45 2.69 V/L + B/K +

IE + N/I

* Intelligence profile identified by the highest four Table (23: C)

A Summarizing Table for all Textbooks Intelligences Profiles Identified by Experts, Teachers, and Supervisors for Discussing the Results (Percentages)

Textbooks Percentages of Intelligences Identified by all the subjects (Experts, Teachers, Supervisors)

Grades V/L 100%

L/M 100%

V/S 100%

B/K 100%

M/R 100%

IE 100%

IA 100%

NI 100%

All 100%

Intelligence Profiles

One 73.5 65.00 70.50 76.00 63.5 71.00 52.00 67.5 78.5 B/K + V/L+ IE + V/S

Two 77.00 69.5 69.5 80.5 66.5 74.00 48.00 70.5 84.00 B/K + V/L+ IE + NI

Three 77.00 73.5 71.00 79.00 66.00 76.5 45.5 72.00 87.5 B/K + V/L + IE+ L/M

Four 79.00 72.00 71.5 78.00 66.5 76.00 48.00 70.5 88.5 V/L+ B/K + IE + L/M

Five 80.5 71.5 67.00 77.5 63.00 71.00 49.5 76.00 85.00 V/L + B/K + NI+ L/M

Six 77.5 72.5 68.00 77.00 66.00 75.5 52.5 78.00 83.5 NI + V/L + B/K + IE

Seven 77.00 69.00 67.5 75.00 65.00 69.5 51.5 72.5 81.00 V/L + B/K + NI

Eight 84.00 76.5 72.00 82.00 66.5 81.5 57.00 78.00 90.50 V/L + B/K + IE + NI

All Grades by All

78.00 71.00 70.00 78.00 66.00 74.00 50.00 73.00 85.00 V/L + B/K + IE + N/I

Table (23: D)

A Summarizing Table for all Textbooks Intelligences Profiles Identified by All (Experts, Teachers, Supervisors and the Researcher) for Discussing the Results

V/L 100%

L/M 100%

V/S 100%

B/K 100%

M/R 100%

IE 100%

IA 100%

NI 100%

Intelligence profiles

100 35.00 78.00 76.34 9.48 64.10 8.00 12.00 78.00 71.00 70.00 78.00 66.00 74.00 50.00 73.00 89.00 53.00 74.00 77.17 38.00 69.05 29.00 43.00

V/L, B/K, V/S, IE

and L/M

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Summary In this chapter a number of issues have been addressed, the selection of the subjects, instrumentation, administration of the instrument, data collection procedures, methods of the analysis, and statistical analysis of the questionnaire returns in addition to the researcher evaluation of EFP from G 1-G 8. The results show that EFP intelligence profile of the eight textbooks analyzed in this study is predominantly composed of V/L, V/S, B/K and IE intelligences as stated by the researcher. The results similarly reveal that EFP intelligence profile of the eight textbooks analyzed is composed of six intelligences VL, BK, IE, NI, L/M and V/S as identified by ELT experts, teachers and supervisors. In the next chapter the discussion of results is presented.

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Chapter Four

Discussion of Results 4. Introduction

EFP textbooks play an important role in the success of teaching English as a foreign language in Palestinian governmental schools. In fact, they are considered the next important element after the teacher. In Palestine, EFP textbooks serve as the basis for much of the language input that learners receive and language practice that takes place in the classroom.

One of the ways to improve teaching English as a foreign language in Palestinian schools is through the evaluation and the development of English language textbooks and materials employed in the educational program. However, this is not possible unless experts, teachers, supervisors and researchers systematically evaluate and assess EFP textbooks on the basis of some established criteria. The results and the reports of these types of evaluations can be shared among all to gain more effective EFL textbooks and thus more effective language learning. No one can deny the importance of evaluating English language textbooks in order to offer other avenues and alternatives. Teachers and supervisors should realize that materials evaluation, development and adaptation do not only belong to book writers and publishers. 4.1. Discussion of the Results The general evaluative data provided by the researcher, the experts, the teachers and the supervisors indicated that the least intelligence enhanced in EFP from G 1 to G 8 is the IA intelligence. 4.1.1. The Intrapersonal Intelligence

In EFP, IA intelligence is the least intelligence addressed although in some activities this intelligence is enhanced in a good way such as the activities that help students talk about things that they have learnt or mastered. In EFP G 1, IA intelligence sounds like self reflection, such as the boxes that are at the end of lesson three in each unit, "Now I can say "hello"," goodbye" and "hi", "Now I can answer by "yes" and "No", "Now I can count", "name some animals", etc. In EFP Gs 2, 3 & 4, students identify the things that they like or don't like and talk about their favorites, whereas in Gs 5 & 6 students talk about themselves, compare selves and others, draw their own timetables and talk about their future. In EFP G 7, "Read and Think" activities also sound as self reflection and self evaluation and the best examples of these are the ones on pages 53 and 101. In G 8, IA intelligence is enhanced through writing their own diaries, talking about self and feelings.

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The reasons for this low result could be related to the fact that the concept of how to include reflective tasks in English language textbooks is still new or it could be related to the traditional belief that young learners do not have the cognitive capacity to evaluate and reflect on their own learning. It is believed that at this stage students lack the autonomy in language learning. Another reason may be due to the fact of being accustomed to always having external evaluators rather than being evaluated by oneself. It is recently that the researchers have started to emphasize the importance of the development of the metacognitive skills (thinking about thinking). Metacognitive skills include taking conscious control of learning, planning and selecting strategies, monitoring the progress of learning, correcting errors, analyzing the effectiveness of learning strategies and changing learning behaviors and strategies when necessary.

As stated earlier, in EFP, IA intelligence is the least addressed or the least targeted. This is to be expected as this is a very personal, not group oriented, style of learning. This intelligence is associated with self knowledge; the ability to form an accurate model of oneself, and to use that model to operate efficiently and effectively in life. It is the ability to know oneself and assume responsibility for one's life and learning. It is said that IA intelligence has been valued in certain civilizations more than others. For example in Athens and Japan, they highly emphasize the individualistic traits (John White cited in Schaler, 2006).

Paul Hllt cited in Davidson and Worsham book "Enhancing Thinking Through Cooperative Learning (1992)", states that "IA intelligence is usually the least recognized" (p. 260) although such intelligence is the bases for self-awareness, self-regulation, self-development and self-change. He added that "encouraging students to "think about their thinking" will expand the learning that students receive from their experiences and will help them achieve higher level results. Students will more consciously begin to discuss strategies and develop plans. This kind of thoughtful activity is a characteristic of successful enterprises in the world of work" (p. 256).

Educationalists from different areas advocate the importance of IA intelligence. They assert that IA intelligence assists students' self-knowledge and self reflection. Through developing IA intelligence, students will be able to identify their own strengths and weaknesses. They will learn how to accept responsibility of their own actions and how to accept their limits and work on reducing and developing them (Patterson, Crooks & Lunyk-Child, 2002). Others like Branch & Paranjape (2002) state that IA intelligence is an important element in developing characters and personalities. They affirm that, "reflection leads to growth of the individual-morally, personally, psychologically, and emotionally as well as cognitively" (p. 1187). Gardner (1999a), for example, frequently reminds educators that it is increasingly important that students gain a deeper understanding of themselves and use these understandings to guide them in their decisions in life. Gardner has always made a

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definite links between IA intelligence and its potential to empower students to take responsibility for their own learning. He states:

With knowledge changing so rapidly, students must become able-eager- to assume responsibility for their learning … to the extent that students can craft their own goals, keep track of their own accomplishments, reflect on their own thinking and learning-where it has improved, where it continues to fall short-they become partners in their own learning (p. 135).

Gardner has concluded that the development of IA intelligence is vital to the success of learners in their future life.

The authors of EFP should have taken into consideration that reflection is considered a developmental process by many researchers (Griffin, 2003). Therefore, the selection of tasks should reflect this from very early stages. The intention of starting early is to produce students who acquire the habit of reflection as a means of continuing to learn and grow and to meaningfully change to better performances.

Maura Sellars (2005) assures that reflection is a developmental process which

should be developed very early. In one of her studies, she investigated children's capabilities to develop their IA intelligence domain as identified by Howard Gardner. Twenty-seven students participated in her program which was designed to foster Children's self-knowledge as learners and their self-management skills in the English language leaning environment. Activities were designed to help them identify their strengths and limitations and use this knowledge to improve their work habits and task-behaviors and encourage self-monitoring, self-evaluation, and self-reflection. The results obtained revealed a considerable improvement in students' self-knowledge, work habits and task behaviors. Sellars study assures that young learners can develop their IA intelligence and the earlier they start the better they will be able to develop their IA intelligence.

Similar to Griffin (2003) and Sellars (2005), Lipman (2003) encourages

teachers to use teaching strategies which support the development of metacognitive skills. He alerts teachers to the fact that reflective skills can be taught to all students from very early age not only to the bright ones. He advocates allowing students to be responsible for their own methods of learning from earlier grades.

The authors of EFP should have created numerous tasks in the textbooks to allow students to reflect on their own thinking (thinking about thinking). Students can have reflective talking time or writing time in class. Costa, (2001) emphasizes that teachers can allow students open time in class to talk or write about their thoughts, their feelings and reactions to the topic being considered. The question today, as stated by a large number of researchers, is not what teachers teach but how they teach. Teachers nowadays need to shift the focus from what has to be taught (content) to

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how learning happens (cognition, metacognition processes) and what affects it. As a result, metacognitive instruction needs to be an integral part of the instructional objectives and to be taught over an entire school year (Hartman, 2001a).

The researcher asserts that reflection is a strategy that can be taught and developed to help young learners actively monitor their use of thinking processes and regulate them according to their cognitive objectives. Costa (1991) suggests that the ability to "know what we know and what we don't know" is a uniquely human trait (cited in Costa 2001, p. 51). Beyer (1984) for example explains the significance of learning such thinking behaviors through modeling in the classroom and through practice guided by teachers. McDevitt & Ormrod, (2007) emphasize that these thinking behaviors can also be nurtured and developed by parents through posing questions that help their sons or daughters think about their cognitive processes. Teaching the IA skills and strategies will basically help young learners realize the importance of these skills and strategies in their future life.

From the researcher point of view, IA intelligence is teachable and trainable. It

can be acquired through modeling, training and practice. It is the responsibility of both teachers and parents to model that behavior. However, students should start to be responsible for their own progress as independent learners as well. Teachers and parents can help them develop as independent, reflective learners by creating scrapbooks, learning journals, writing diaries or memoirs, writing reflective essays, talking about their feelings and emotions, practicing heart to heart talks, explaining themselves, using surveys, using imaginative activities, videos, or audio-tapes.

For example in the book "TalentEd: Strategies for Developing the Talent in Every Learner (1993)", the author Jerry Flack suggests how we can create activities from very early stages to develop the IA intelligence. On page 15 he suggests that students can create autobiographical alphabet books: Me from A-Z: 26 Reasons Why I am a Great Person/ Student. Other suggestions were provided on page 148 where students are asked to make lists of their own personal accomplishments. Students are encouraged to start with the significant accomplishment/s or the accomplishment/s that they are proud of. Other examples are provided in "Multiple Intelligences and Language Learning. A guidebook of Theory, Activities, Inventories, and Resources (2005)" Chrisitson for example suggests that students can be asked to bring a picture, a photo, a painting, or any object, explaining why it is important and why it has a personal meaning for them.

Thinking aloud which is recommended by a large number of researchers can similarly be seen as a practical way or guide to help students model their cognitive processes. Through this method students can report what they are thinking and how they reach certain solution/s (Anderson, 2002). Singer (2004) elaborates by saying, "explicit conversation about thinking fosters the development of metacognition, the seed from which self-regulated learners grow" (p. 35). By seeing your thinking, you

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can examine it, you reflect on it and consequently you can build upon it (Deing, 2004).

The researcher believes that it is time to have our learners recognize the importance of developing IA skills from very early stages in order to reflect and monitor their own progress, thoughts and feelings, and strengths and weaknesses to gain better future that serves the individual and the society as well. It is important to consider the cognitive route/s, or the thinking tools students take to accomplish certain tasks. Sparing time to reflect can help students identify approaches that have worked well, and in that way reinforce good practice/s. Through reflection students will carry their own responsibilities, and they will be accountable for their own learning and development.

The low result of the IA intelligence in this study is consistent with Snider's study (2001); however, it is inconsistent with the studies done at Abu Akademi University in Vassa (2000), or done by Botelho (2005) or Berg, (2004). The explanation for this may be related to the criteria and the way of the categorization of the activities that each researcher followed in order to identify the IA intelligence. 4.1.2. The Musical/Rhythmic Intelligence

The results of this evaluative data of the eight textbooks analyzed also indicate that M/R intelligence is not highly addressed in EFP. It is addressed in 38% of all the activities analyzed.

Though M/R intelligence (songs, poems and tongue twisters) has played an important role in language learning, it has not received great attention in EFP. One explanation of the lack of M/R intelligence activities could be related to the nature of foreign language itself. The researcher believes that foreign languages are more linguistic and communicative in nature. In Palestine, there are no lessons for teaching music and songs like many other foreign countries and this could be another reason for the lack of M/R intelligence in EFP textbooks. In the researcher point of view this may refer to the fact that Palestinian culture does not highly value M/R intelligence. Many teachers and students feel embarrassed singing in their classrooms and this is noticed more in higher grades.

EFP textbooks include songs which are combined with physical gestures and motions, repetition and hand motions but in a very limited number of activities. In G 1 only 19 "Sing and Clap" activities are included; in G 2, 15 "Sing and Clap" activities are included; in Gs 3 & 4 only 7 "Sing" activities are included in each book; in G 5, only 8 rhymes and poems are included (They are: 5 rhymes, 2 poems, 1 jazz chant).

EFP textbooks similarly include poems which contain repetition of certain sounds, and sounds which embody a message. Sounds that students respond to with enthusiasm. But unfortunately, EFP includes a very limited number of them. In G (5)

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2 poems are included while in Gs (6, 7 & 8) 6 poems are included in each. These poems are enjoyable and linguistically rich.

Poems like songs are powerful in promoting learning English as a foreign language. They are generally enjoyable and can be remembered easily. By their nature, they are easier to remember than prose. They can help students be sensitive to rhythm, tone, pitch, and melody. Poem activities in EFL classrooms can enhance the overall learning environment. They can entertain and inform students as well. There is no doubt that songs and poems enhance language learning due to their affective power. It is recommended that teachers use poems that require vocal variations in rhythm, pitch, or emotion that encourage students to use their voices in new ways while adding fluency, confidence, and expression in reading aloud. Walter de la Mare's and Langston Hughes poems are some examples of poetic selections that develop students' choral or individual readings.

Tongue twisters which are always considered a fun activity for developing pronunciation and vocabulary were not highly addressed in designing EFP. One of the examples of tongue twister activity is in (EFP G 5, WB: p. 58) which aims to help students practice the /p/ and /b/ sounds. Other examples can be found in (EFP G 6, WB: p. 8) and (EFP G 7, WB: p. 52). In EFP G 6, the aim of the activity is to help students practice the /θ/ sound while in EFP G 7 the aim is to practice the /p/ sound (See Appendices Nos. 7, 8 & 9). But unfortunately, these are the only activities in all of the textbooks analyzed. Tongue twisters which can sometimes fall into the category of rhymes can be considered great pronunciation activities for developing students' articulation. They can help students who have difficulty pronouncing specific sounds in English. For example, they can practice the /s/ and /ʃ/ sounds by saying "she sells sea shells by the sea shore" or the /b/ by saying "a big black dog bit a big black bear". Not only this, but many of the rhyming words in a tongue twister show how some words can sound the same but be spelled very differently. For example, "Which witch wished which wish?" shows students that "which" and "witch" have similar pronunciation but are very different in meaning. Therefore it becomes necessary for the students to use context clues to decide "which witch is which?". Another example which reveals the importance of context could go like this "whether the weather be fine, or whether the weather be not, or whether the weather be cold, or whether the weather be hot, we'll weather the weather, whether we like it or not."

This means that tongue twisters can be considered humorous reading game for fun and at the same time they can be considered a way for practicing and improving students' articulation skills and help them pronounce words clearly and correctly. Such activities can be seen as a way to enhance and activate memory. Furthermore, tongue twisters can be used for expanding students' vocabulary and at the same time helping them distinguish between homonyms and homophones.

In EFP, M/R intelligence is also enhanced in activities related to clapping the rhythm of the language "Clap and Sing Activities" (EFP G 1, SB: p. 18; EFP G 2, SB:

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pp. 3 & 11). Clapping the rhythm of syllables in names, words and phrases can help students realize that words are made of syllables. However, in EFP these activities are included just in the very earlier grades and are connected more with "spell and clap" tasks. Syllable clap can likewise be used in higher grades because knowing the syllables can help them read and write better. For example teachers can teach compound words by using syllable clap activities.

In EFP M/R intelligence is additionally enhanced through the listening and the pronunciation activities. In these activities students are expected to develop their pronunciation and their oral skills as well. Pronunciation activities start from G 5. In EFP G 5, students practice the pronunciation of these phonemes (/f/, /v/, /k/, /g/, /b/, /p/, /r/, /m/, /n/, /ŋ/ and the unstressed vowel /ə/). In EFP G 6, students practice the pronunciation of (/t/, /d/, /f/, /v/, /θ/, /ð/, /I/, /e/, /eI/, /ɔ:/, /ɒ/) phonemes while in EFP G 7, students practice the pronunciation of (/I/, /e/, /f/, /v/, /p/, /b/, /ʤ/,/ /) phonemes. In G 8 stress and intonation activities are included (EFP G 8, SB: p. 93)

Since young learners in the first four grades will not be able to study the science of phonetics consciously, the researcher believes that the authors of EFP should have included more nursery rhymes for developing pronunciation skill. This is because nursery rhymes can help young learners develop their listening and articulation skills. They can also develop students' phonological awareness and word recognition skills. Nursery rhymes include many repetitions that allow students to memorize the basic structures and patterns in English language.

Researchers have found that songs, rhymes, and poems train the brain for

higher forms of thinking. Zwiers (2004) states in his book "Developing Academic Thinking Skills (2004)" that "songs can facilitate the generation of images and creative connections in the brain that might not happen in the silent room" (p: 40). He also states that "music is effective for teaching and practicing academic language. It is great for teaching core vocabulary that teachers don't want their students to forget. Music helps people learn and remember steps in a process" (pp. 41-42). Poems can similarly help students learn scientific concepts and gain rich and memorable information about such concepts.

For example in G 8, Unit 3: p. 20 the lesson related to planets can be modified

and supplemented by learning the poem entitled "The Family of the Sun" by Foster Brown10":

10 Songs from a Naturalist's Notebook Download with Lyrics: Children's Nature Songs. Foster Brown. File of MP3. Tracks with Lyrics in PDF format. Item: 4452 http://www.songsforteaching.com/fosterbrown/planetsfamilyofsun.htm

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Have you ever noticed in the sky A billion of stars in the dark, dark night? The family of the Sun in our Milky Way, Nine planets spinning night and day. Mercury, Venus, Earth and Mars: The first four planets amidst the stars. Jupiter, Saturn, Uranus too, Neptune and Pluto are the last two. Mercury’s the closest to the Sun, No water or air and not much fun. Moving to Venus would be a big mistake, Full of poisonous gases and lava lakes. The Earth we know is the best of all, With water and air on the big blue ball. Mars is windy and full of dust, Iron in the rocks gives it the color of rust. Mecury,Venus, Earth and Mars: The first four planets amidst the stars. Jupiter, Saturn, Uranus, too, Neptune and Pluto are the last two. Jupiter’s huge and made of gas. With hurricane storms that never pass. Saturn’s known for her many rings. Made up of ice and rock and dusty things. Uranus spins upon her side, Neptune has winds that drive you wild. Pluto’s the smallest and furthest out, So now that you know them, sing them, don’t shout. Mecury,Venus, Earth and Mars: The first four planets amidst the stars. Jupiter, Saturn, Uranus, too, Neptune and Pluto are the last two.

Researchers assure that using songs, poems and tongue twisters in English language classrooms provide positive and reinforcing learning environment, and usually improve the emotional states and the affective filter11" of learners. Neurologists have found that musical and language processing take place in the same part of the brain, and there appear to be parallels in how musical and linguistic syntax are processed (Maess & Koelsch, 2001). Moreover, the repetitive nature of rhymes, songs and poems make them an ideal vehicle for language learning (Brewster, Ellis and Girard, 2003).

11 Affective Filter (AF) is Stephen Krashen hypothesis which was first proposed in 1980s. AF is an impediment to learning or acquisition caused by negative emotional responses to one's environment. It is a hypothesis of second language acquisition theory, and a field of interest in educational psychology.

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Including more songs, poems and tongue twisters in EFP may enhance the learning of English as a foreign language. They may promote mimics, gestures, etc. They can be used to introduce suprasegmental phonetics (stress, rhythm and intonation). They can also be applied to comprehension stages (listening) or production (singing). They can be excellent tool in strengthening students' oral and written language skills. There are a variety of listening, speaking, reading and writing strategies that can be based on songs or poems. Students can listen to a song and give a brief summary of its story line and theme. They can summarize concepts, ideas or messages either in oral form or in written form (Medina, 2002). They might work in groups to dedicate some lyrics of a song and practice reading them aloud. For reading purposes, lyrics can be cut into strips for students to organize sequentially. For this activity, many lyrics can be retrieved from the internet12". Lyrics provide a rich source of vocabulary words that can enrich comprehension (Medina, 2002a). Musical cloze activities can also be included. Moreover, students can create their own songs or poems based on certain concepts. By using songs students are actually exposed to "authentic" examples of the second or foreign language (Martin, 1983).

Therefore, adding rhythm and melody to chunks of language invites rehearsal and transfers words into long-term memory. There is strong evidence supporting the use of songs and poems in EFL classrooms. Language and songs or poems are tied together in brain processing by pitch, rhythm and by symmetrical phrasing. They can also be tied to subjects or themes (Griffee, 1992, Lems, 1996, Readence, Bean, & Baldwin, 2001, Green, J, 2002, & Salcedo, 2002). Songs and poems can help familiarize students with the structures of the language and provide a fun and interesting way to learn English. They can similarly provide cultural, political, ethical and moral issues. Songs and poems can also be used to provide information about the academic content. They can provide a sense of accomplishment and build linguistic and academic confidence. Thus, songs are valued in teaching speaking, listening, reading and writing.

From all cognitive research, one can conclude that the role of memory in

language learning is paramount. Songs, poems, tongue twisters can be seen as a way to aid memory for language learning. For example, teaching grammar is always considered a difficult task for a number of Palestinian teachers. To make things easier for them, the researcher suggests teaching grammar through poetry. Thornbury (2006) points out that "grammar presentations which are not retained by students will not be effective. In fact, ideally, any information given by teachers, or activity performed by students should have something to make it memorable" (p. 26). Because of that, the researcher would like to suggest different ways for using songs and poems in EFP textbooks as to make English language more comprehensible,

12 http://www.theteachersguide.com/ChildrensSongs.htm; http://www.nurseryrhymes4u.com/ http://www.jazzles.com/html/links.html; http://www.indianchild.com/nursery%20rhymes.htm http://www.rhymes.org

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memorable and retainable. One of the ways is to use mnemonics devices which are designed to aid memory, ranging from poems like (Limericks, Cinquain, Haikus, Diamante), rhymes, jazz chants, puns and other word play. Limericks, which are a form of poetry, are used to focus on practicing rhythm and stress as well as to focus on the content. The researcher presents an adopted (but modified) example as to explain how the use of limericks can facilitate grammar learning. In the following example the three types of conditionals are presented giving information on form and use as well as examples. This example can be used for students in G 8 since it is in their book Unit 8.

"English conditionals are three, The first is a real possibility, It's "if" plus will, For example: You'll be ill, If you eat too much,' you see

Next comes the second conditionals,

Which is imaginary, unlikely, unreal, It's plus past and "would" A sentence like this is good: "If I were hungry, I would eat."

The third conditional comes last,

For an unreal situation in the past, "If I had eaten too much, I would have felt bad."

(Retrieved from http://www.hltmag.co.uk/may05/start05.htm). Example two entitled "The Parts of Speech" can be given to students in almost all grades with the parts that are under discussions (i.e, noun, adjective, etc.). Then the teacher can ask students to create their own poems. Every name is called a Noun, As field and fountain, street and town; In place of noun the Pronoun stands As he and she can clap their hands; The Adjective describes a thing, As magic wand and bridal ring; The Verb means action, something done- To read, to write, to jump, to run; How things are done, the Adverbs tell, As quickly, slowly, badly, well; The Preposition shows relation, As in the street, or at the station; Conjunctions join, in many ways, Sentence, words, or phrase and phrase; The Interjection cries out, "Hark! I need an exclamation mark!

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Through poetry, we learn how each Of these make up The Parts of Speech. (Retrieved from http://www.happychild.org.uk/acc/tpr/mne/0011gram.htm. Another example that may help develop the M/R intelligence for young learners and thus develop the V/L is a cinquain.

A cinquain, which is a type of poetry, can also be included in EFP textbooks as to develop students' language. In many ways a cinquain is similar to Japanese Haiku. While a Japanese Haiku has a syllable count, consisting of 5 syllables, 7 syllables and 5 syllables, a cinquain goes by the number of words in each line. It was invented by US poet Adelaide Crapsey13. He enjoyed the Haiku style and modified it to his own techniques. He named his new construction cinquain based on the French word for five. Line One: topic through one word (usually a noun) Line Two: description of topic by two words (two adjectives) Line Three: description of action in frames of the topic (3 verbs or gerunds) Line Four: attitude to the topic, feelings, emotions (phrase of 4 words) Line Five: repetition of topic essence in one word (topic synonyms) Example (1): Reading

Cognitive, thoughtful Giving knowledge, comprehension, achievements Growth of spirit, mind and feelings Enriching Cinquain can similarly be used to create poems about science, historical concepts or vocabulary word. The concept can be described by using eleven words. This could be an excellent way to synthesize and remember information. The form would go like this: Example (2): Typhoon Noun: Typhoon Adjective, adjective: Swift, Violent Verb, verb, verb: Crushing, Smashing, Lashing Four word sentence: Chinese for Great Wind Noun repeated for synonyms: Hurricane Another example that may help develop the M/R intelligence for young learners and thus develop the V/L and the V/S intelligences is a diamante (Flack, 1993, pp. 210-211).

13 American poet whose work, produced largely in the last year of her life, is perhaps most memorable for the disciplined yet fragile verse form she created, the cinquain.

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Diamante poem is created with seven lines that visually form a diamond. The pattern is as follows:

Line 1: One word (subject noun) Line 2: Two words (adjectives) Line 3: Three words (participles) Line 4: Four words (noun related to the subject) Line 5: Three words (participles) Line 6: Two words (adjectives) Line 7: One word (often the same or opposite of the title word)

Leaves

Green, Shiny Growing, thriving, living

Sun, Water, Wind, Air Changing, dying, falling

Amber, brittle Leaves

Dreams

Subconscious, imaginary Sleeping, wishing, thinking Fantasy, actuality, vision, genuine

Being, seeing, knowing Authentic, factual

Reality

M/R intelligence could be developed by an activity entitled "A Name Poem".

Such activity helps students develop their M/R intelligences, V/L intelligence as well as IA intelligence. For example: M - is for magical, an imaginative person. A - is for amiable, full of loving joy. J - is for joyful, joyous. E - is for expressive, a poetic one. D - is for devoted, dreamy. A - is for ambitious, attractive.

Students might likewise develop their M/R intelligence through responding to

music or songs in nonverbal ways. Students might draw or paint, build with clay, or move and dance, etc. By such activities students will be developing both their M/R and B/K intelligences. There are many technology resources that can help English language teachers adopt and use in their classes such as: http://www.theotherpages.org/poems/ (poet's corner) http://www.favoritepoem.org http://www.rhymezone.com (rhyming dictionary) http://www.nurseryrhymes4u.com.

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To the best of the researcher knowledge the low result of M/R intelligence in this study is consistent with a large number of studies that have been done on textbook evaluation. The result is consistent with the following studies, Abu AKademi University in Vassa (2000), Snider (2001), Botelho (2003) and by Berg (2004). In all these studies, it was stated that M/R intelligence is usually not highly enhanced in EFL textbooks. 4.1.3. The Naturalist Intelligence

Data analysis also reveals that the NI intelligence did not receive much attention in the design of EFP textbooks. NI intelligence appears in 43% of all the activities analyzed. NI intelligence relates to our recognition, appreciation, and understanding of the natural world.

EFP textbooks have been analyzed in order to identify the percentages of

activities related to the NI intelligence. It has been found that in EFP the presence of naturalist issues was limited and this may be due to different reasons. First, the textbooks analyzed address the elementary grades. Second, EFP is more linguistic oriented than naturalistic oriented.

EFP textbooks have included some natural and environmental themes. In EFP

Gs 1, 2 3 and 4 issues related to "Weather", "Weather Conditions", "The Four Seasons", in addition to naming some animals and plants are introduced. In G 5, students revise weather and seasons issues and talk about "Animal in Danger" and "What Will Happen (planets, spaceships)". In G 6, issues like "The Water Cycle", "The Wind that Moved the House", "The Dark Clouds", "The Four Seasons" and "The Olive Trees" are addressed. In G 7, the NI is addressed in issues related to "Animal Language", "Birds of Palestine", "The Amazing Ostrich", "Rive Jordan", "Who's Polluting our World?", and "Think Global Act Local". In G 8, NI is addressed in "Wild Weather", "The Food We Eat", "The World of Animals" "Solar System" and "Sea Life in Danger". It is obvious that naturalist and environmental themes are more emphasized in higher grades (6-8). In EFP discussing natural elements, recognizing various kinds of groupings of things encountered in the natural environment, including plants and animal kingdoms, the physical world, and the world of weather patterns are examples of natural activities that may enhance the NI intelligence in young learners. Moreover, they enhance the V/L intelligence through the activities that require students to discuss issues like environment, pollution and recycling, etc.

As stated earlier, most EFP textbooks do not include a large number of activities that address the NI intelligence. Activities in English language textbooks should not limit English language learners to just a set of grammatical rules or lists of words. Cross-curricular activities allow students to explore a variety of cross-curricular topics such as those that address natural and environmental elements. Activities could cover a wide variety of subjects in the areas of nature and science. By

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this language learning does not take place in a vacuum as it sometimes does especially, in the first four textbooks analyzed.

Science and nature are considered rich subjects which can be represented in

different modes (Goodnough, 2001). Therefore, integrating scientific and naturalistic issues have great value in EFL classrooms. Activities that address nature can become the tool for communicating meanings and solutions. Nature investigations can actively involve students in carrying out the processes of science and L/M techniques by moving from observing, collecting data and measuring concrete objects to classifying, hypothesizing, and interpreting results (Rupp. 1992). Natural concepts provide students with opportunities for using language in authentic settings. Accordingly, students will not only be learning the language but also the content of the natural curriculum. Activities that promote the NI may provide a great motivational force for language learners, and many of the skills developed may support the growing of the V/L intelligence. NI intelligence may stimulate different parts of students' brains while learning a new language and thus develop a number of intelligences like V/S through observation, B/K through experimentation, IE through working in groups, and IA through students' reflection on their own work.

In a study done by the researcher 1999, she surveyed young Palestinians in perception for writing the English language course book series, as she was a member in the Palestinian ELCNT; young learners discuss their preferences for the inclusion of natural/ environmental topics. This assures the importance of addressing issues related to nature and environment.

Foreign language education has a role to play in helping people learn about and participate in natural/ environmental protection. The inclusion of natural/ environmental issues in ELT textbooks fits well with the trend in communicative language teaching towards theme-based, inquiry-based, content-based and project-based instruction. This is achieved well in EFP G 7 Unit 13 "Who's Polluting our World" and Unit 16 "Think Global Act Local" in which students define and identify types of pollution, provide examples of pollution they can find in Palestine and give suggestion to reduce it. Students can also have the opportunity to describe changes in the Palestinian environment because of the Israeli occupation policy.

English language teachers could bring the outside world inside the classroom. This can be done by designing activities outside the classroom doors and later to be discussed inside the classroom such as visiting a zoo, a sanctuary, a museum or by designing activities related to questioning recent natural events. This can also be done by finding time for science experiments in which students can explore, experiment, solve problems, discover, and explain the wonders of nature. This is achieved well in EFP G 6 Unit 11 "Water Cycle", G 7 Unit 14 "Let's Experiment, and G 5 Unit 18 "What Will Happen?".

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Natural and environmental issues can facilitate English language learning if they are connected with mnemonics devices. For example, jingles can be made up to remember the order of the planets in the solar system (G 8: Unit Three) or the process of the water cycle (G 6: Unit Eleven).

Thus, in English language classrooms, mnemonics devices can be used as a tool for memorization. Some popular mnemonics devices that help students remember the order of the planets in our solar system as well as the colors of the rainbow are presented by the researcher as examples to be adopted for (EFP G 8, SB: p. 20). A mnemonic device used as a jingle and phrase. Milky Way Galaxy order of planets (from first to last):

1. My (Mercury) 2. Very (Venus) 3. Educated (Earth) 4. Mother (Mars) 5. Just (Jupiter) 6. Served (Saturn) 7. Us (Uranus) 8. Nine (Neptune) 9. Pizza pies (Pluto)

Other mnemonics can be used to remember the relative sizes of the planets: Largest to smallest: Jason Sat Under Ninety Eight Vicious Monster Munching Penguin. Smallest to largest: Pluto Must Meet Venus Every Night Until Saturn Jumps. Another example would go like this: A mnemonic device used as an acronym: order of the colors of the Spectrum (from first to last): The name Roy G Biv, a constant comparison of colors. R (Red) O (Orange) Y (Yellow) G (Green) B (Blue) I (Indigo) V (Violet) Retrieved from: http://www.bookrags.com/articles/25.html http://www.happychild.org.uk/acc/tpr/mne/0102plan.htm

Using natural, environmental and scientific concepts or issues in which students come to recognize the beauty of nature through science is a way to facilitate language

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learning and to help students observe and analyze natural elements or events in a scientific logical manner as mentioned earlier. It would be better if EFP includes natural concepts from early stages. This can be achieved if the textbooks include modified or simplified language to teach content area concepts to students. This can also be achieved by bringing hands-on active learning. By this language learning will become more meaningful and purposeful. Teachers can use the Exploratorium website to adapt many hands-on tasks or activities which not only develop the NI intelligence but the V/L intelligence as well. The Exploratorium Website is considered as one of the most wonderful websites for enhancing and developing hands-on scientific tasks which may consequently develop NI, V/S, L/M, B/K, IE, IA and V/L intelligences (Karen, 2001). (See: http://www.exploratorium.edu/explore/handson.html)&(File://A: Naturally Curious Bringing New Intelligence to TEYL.htm).

In EFL classroom, activities that address natural/ environmental issues may be used to solve language problems, such as filling-gaps and solving jigsaws puzzles related to natural/environmental elements, recognizing and classifying grammatical structures, writing poems or songs using adjectives from the outdoors, and listening with greater sensitivity to the sounds and words of nature language. Students can also be involved in projects in which they can volunteer in offering services for their near environments. Thus, there are many reasons why using NI activities with young learners will help them build their V/L intelligence and other intelligences as well. First, it permits a theme-or task-based emphasis within an integrated linguistic approach. Second, a NI intelligence approach teaches topics, situations and functions from a new perspective. Third, hands-on learning stimulates the five senses through lived, real-world experiences, and encourages students to engage in authentic, meaningful communication as they discover nature.

The researcher would like to suggest some learning strategies that teachers can provide for developing naturalist intelligence: *sensory observation: feeling, smelling, listening *data collection from observation *grouping of natural objects (classification) *observation of animal behavior *growing things… plants, garden, butterfly garden *recycling projects and worm boxes *field studies…out of doors *observation through the microscope, telescope, binoculars, hand lens *drawing, sketching, photographing, video taping nature *manipulating outdoor equipment or kits (water testing, kits or nets) *outdoor silent observation, reflection, journaling *identifying sounds in nature *interacting with animals (bugs) and plants *establishment of a nature trail, viewing deck, or outdoor classroom *making scientific instruments (inventing) *designing experiments *field trips (real, electronic, video, guided imagery) *walks outside for fresh air, sounds of nature, and dirt underfoot *identifying shapes in natural setting *observation of plants or out of doors change over the course of the school year *observing fruit, vegetable or other plant or animal materials decompose overtime *collecting trash of other items (rocks, feathers, flowers, leaves, ….) in the school yard and group (classify) the items

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by their characteristics (shape, color, etc) *read aloud stories/articles relating to the out of doors, space, natural phenomena, animals, or plants *performing role plays of cycles in nature, *animal behavior, *plant growth, *create an A-to-Z list of things you can do to help save the environment, *question natural events, *describe changes in their own environment, etc. Retrieved from http://www.newhorizons.org/strategies/environmental/meyer.htm; http://www.green.org/; http://www.newhorizons.org/strategies/mi/campbell.htm; http://www.exploratorium.edu/;http://wise.Berkeley.edu; http://www.unr.edu/homepage/jcannon/ejse/ejse.html.

It should be noted that naturalist intelligence was not included in some of the studies that address textbook evaluation. This intelligence was recently developed and some researchers were skeptical to consider it intelligence because of that it was difficult to compare the recent research results with many studies. However, this result is consistent with the study done by Berg (2004) and by Botelho, (2003). 4.1.4. Verbal Linguistic Intelligence:

The results indicate that the intelligence profiles of the eight textbooks analyzed are the combination of five intelligences: V/L, B/K, V/S, IE and L/M intelligences. The most common intelligence in the eight textbooks analyzed in this study is V/L as mentioned earlier. It is addressed in 89% of all the activities analyzed.

It is not strange to find the V/L as the predominant intelligence in all of the textbooks analyzed. In language books the emphasis is usually on enhancing all skills that help students learn a foreign language. EFP textbooks are designed to help students learn about the system of the English language. EFP textbooks present the sounds of the language (phonology), how words are built (morphology), the meaning of the sounds (semantics), the rules that govern the structure of the language (syntax), and the particular situations in which these words are to be used. Formal and informal expressions are presented so as to help students see how different words fit different social contexts. Some differences between British and American words/ vocabulary are also included (lift, elevator, taxi, cab, lorry, truck, etc). Vocabulary is presented in a variety of ways and is repeated in subsequent lessons to reinforce its meaning and use. Synonyms, antonyms, homonyms, homophones (EFP G 6 SB: p. 72), glosses14" and appositives15" are used in EFP to teach vocabulary.

EFP textbooks begin with developing phonemic awareness in order to help

students learn to read basic words and sentences. In primary grades, students continue learning in order to improve their language skills. As they move to higher grades,

14 A gloss is a brief summary of a word's meaning, equivalent to the dictionary entry of that word, but only a word or two in length. It is typically used for the meaning of a word in another language, and hence a simple translation.

15 An appositive is a noun or a noun phrase that renames another noun right beside it. The appositive can be a short or long combination of words (http://www.wikipedia.org)

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students read to learn and concentrate on the application of skills acquired through activities as writing electronic letters, illustrating texts and poems, taking notes, summarizing, paraphrasing, classifying and categorizing, etc. In EFP, Gs 1-8 all activities aim to help students learn and practice skills that they need for communicating and using English language but the problem is that the amount of input in the first four books is very limited since the language is very restricted and controlled in the earlier grades.

In books one and two of EFP, the emphasis is mainly on developing listening and speaking. From level three, EFP begins to focus on reading and writing development introducing different text types for the students to recognize.

There is no doubt that V/L intelligence is considered one of the most important intelligences because through life one has to use words whether they are spoken or written which reveals that oral and written skills should be developed and emphasized from the very early grades. Gardner (1983) recognizes that linguistic intelligence seems to be the strongest for many people; he suggests that this is the most intelligence stressed in the traditional system and even in modern system. Gardner believes that V/L intelligence is the most important tool for learning and presenting knowledge.

Kelly (2005) indicates that V/L intelligence is traditionally the intelligence

employed in academic textbooks and classroom. Therefore, it is not strange to find that most academic textbooks are oriented towards V/L intelligence. V/L intelligence is the handy tool that is used in classes for both teachers and students. The researcher would like to note that EFP could help students better develop their V/L intelligence if literature is more integrated in EFP. Literature serves as the foundation for developing the whole skills of V/L intelligence. Stories, novels, biographies, essays, plays and poems are springboards for discussion, listening skills, speaking projects, and creative or analytical writing. Literature offers food for students' thoughts and models of effective use of language. Moreover, literature stimulates students' intellectual development.

EFP could help young learners more if stories with certain tasks to be accomplished were included in the textbooks especially those that address Gs 1-4. V/L intelligence could also be developed if humor and jokes were introduced in EFP. Stories, humor and jokes are powerful instructional resources that can be used and transformed into activities that help students develop listening and reading comprehension, improve vocabulary and grammar, give excellent contextualization for new or recycled language, provide cultural input, and facilitate language practice and communication as well (Brewster, Ellis and Girard, 2003). They can be extremely useful to create a relaxed and enjoyable atmosphere (Harmer, 2000). Some excellent resources that address the life of students through literature is the work of Jim Trelease "The Read-Aloud Hand-Book, 2006 & Read All About It: Great Read Aloud

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Stories, Poems, and Newspaper Pieces for Pre-teens and Teens, 1993" and the work of Peter Medgyes in his book "Laughing Matters: Humor in the Language Classroom, 2002". He provides 120 activities that integrates fun into lessons whilst emphasizing patterned language use and cultural knowledge. There are a large number of online children storybooks that can help English language teachers, such as http://www.magickeys.com/books/; and http://www.starfall.com.

As stated earlier V/L intelligence can be developed if more different literary

passages were included. The importance of literature may be clearly illustrated by the Newbery Medal-winning author Madeleine L'engle16". She makes the case for the fundamental importance of words in our lives in this passage from her published journal "A Circle of Quiet":

The more limited our language is, the more limited we are; the more limited the literature we give to our children, the more limited their capacity to respond, and therefore, in their turn, to create. The more our vocabulary is controlled, the less we will be able to think for ourselves. We do think in words, and the fewer words we know, the more restricted our thoughts. As our vocabulary expands, so does our power to think. Try to comprehend an abstract idea without words: we may be able to imagine a turkey dinner. But try something more complicated; try to ask questions, to look for meaning; without words we don't get very far. If we limit and distort language, we limit and distort personality (cited in Flack, 1993, p.11).

The author Madeleine L'engle emphasizes the importance of exposing students to the world of words. She believes that words play a very significant role in young learners' growth. Stories or literature not only help in stimulating learners' imagination and understanding of the world but also in developing their language ability and even in shaping their personalities. The more students read, the more they know; the more they know, the smarter they grow. Rudyard Kipling17" added and emphasized,

Letters and words are certainly the building blocks of meaning and making sense of the world. TalentEd teachers who provide students with lots of language experiences, and who challenge their students to constantly be about the business of learning and using new words, are giving students an

16 Madeleine L'Engle was an American writer best known for her Young Adult fiction, particularly the Newbery Medal-winning, A Wrinkle in Time and its sequels, A Wind in the Door, A Swiftly Tilting Planet, and Many Waters. Her works reflect her strong interest in modern science. 17 Joseph Rudyard Kipling (30 Dec. 1865-18 Jan. 1936) was an English author and poet. He is best known for his works of fiction. In 1907, he was awarded the Nobel Prize in literature, making him the first English language writer to receive the prize.

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invaluable gift. The TalentEd classroom is alive with literacy, the celebration of words, and word-based activities (Cited in Flack, 1993, p. 16).

In EFP literature or the literary passages take the form of short stories and poems. They are considered authentic, communicative and rich sources for communication activities. However, literature or the literary passages should have been included from earlier grades not just to start from fifth grade. This can be achieved by using meaningful and enjoyable literary passages and at the same time with simplified language. The researcher suggests children literature by children or stories from children to children. It would also be better if EFP include interviewing activities. Interviewing others is considered one way for students to develop oral information-gathering skills. Interviewing activities will help students develop their listening, speaking and writing skills. It would also be better if EFP included activities that develop academic skills like summarizing, paraphrasing, etc. from early grades. The result reveals that part of the MI profile of EFP is V/L. This result is consistent with almost all studies that have been done on English foreign language textbook evaluation (Snider, 2001, Botelho, 2003, Berg, 2004). This is an expected result since this is a language textbook analysis. Language textbooks are usually oriented towards linguistics and communications. 4.1.5. Bodily/Kinesthetic Intelligence

In EFP, the second enhanced intelligence is the B/K intelligence. It is addressed in 77% of the activities analyzed. The unique language of B/K intelligence is the language of the body. It is the ability to manipulate objects skillfully, using motor movements. Armstrong (2003) identifies the physical skills that this intelligence incorporates. They are coordination, balance, dexterity, strength, flexibility, speed, as well as tactile and haptic18"communication. Touch is an extremely important sense for humans to provide information about surfaces and textures.

B/K intelligence is also a component of non-verbal communication in

interpersonal relationship. The body is considered a profound vehicle of communication. This communication involves such things as actions, drama, mime, role play, simulations, physical games, facial expressions, body postures, gestures, caricatures, pantomime and anything that moves the body. All these things are used to enhance and deepen communication with others.

In the traditional schools, it is believed that managing classrooms is maintained

if teachers keep all actions in their hands, while students passively sit and take notes.

18 Haptic communication is the means by which people and other animals communicate via touching (tactile sensation).

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The belief was that by this static classroom situation, learning can be promoted. However, with the global changes toward teaching and learning, it is now believed that movement is part of learning a foreign language. The idea is that it is natural to make a physical response to a command in an English language classroom, such as "stand up", "sit down", "hands up high" "hands on the floor" "Now touch your head" "clap your hands", etc. (EFP G 2, SB: p.39), (EFP G 5, SB: p. 32). The value of learning through physical movement is clearly exemplified in TPR methodology which was developed by James Asher.

EFP, as an English language textbook, verbal language is its main concern, but

it also gives attention to body in order to raise learners' awareness of their own body language and to make learning English more enjoyable and memorable. In other words, EFP helps students process English language through information they are taking in their bodies, which later becomes the foundation for abstract thought. In EFP, numerous activities are designed to let students move around or use their body in English language classroom.

Role-play/simulations, drama activities and many games, including activities

that require small muscle movement like drawing, coloring, painting, clapping, etc. all give students the opportunity to use their body. In EFP, this intelligence is seen in rubrics like following instruction, saying and doing, listening and doing, imitating, doing projects, spinners, posters, pointing and saying, performing actions, experimenting, drawing and coloring, pantomiming, showing feelings, acting out (dialogue, story), etc.

Role-play/simulations and games are well integrated in EFP in all of the eight textbooks analyzed. Many games and acting out activities require students to imitate and assume diverse social roles (Examples: G 3, SB: p. 51; G 6, SB: p. 66; G 5, SB: p. 66). All dialogue activities and games in all grades ask students to take roles and encourage them to be involved in imaginative and challenging situations that increase factual knowledge, decision making and interpersonal skills. When learning through playing roles or games, students may eagerly and enthusiastically use the language for oral communication. These activities could be seen as a way to liven up English classes and certainly help students who have difficulty in achieving competences in V/L activities alone. Playing games or roles in EFP can be seen as an important factor in enhancing students' thinking processes and thus developing L/M intelligence. Students who have difficulty in reading and writing can be helped by gaining knowledge and skills through playing different roles and through playing different games. One can assume that in EFP, role-play/simulations and games are considered powerful learning tools since they place students in an environment or situations where they must imitate or replicate real world scenarios. Examples from EFP: ordering food from a restaurant, being a robot, making reservation in a hotel, making telephone calls, asking for and giving directions, etc. These tasks not only develop the B/K intelligence but also the IE intelligence.

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Some projects and hands-on activities are similarly included in EFP to help students more fully grasp the meanings and implications of what they are studying. Such activities create an experiential or hands-on demonstrations that help students learn about the topic by doing it. Examples of projects can be seen in books from Gs 3, 4 & 5. In G 3 four projects are included while in G 4 ten projects are included. Examples can be found in (EFP G 3, SB: p. 10) in which students are to write out their timetables and then ask questions about them, and in (EFP G 3, SB: p. 22) in which students are to bring in five photographs of different places in Palestine, and then tell a friend about them, and in (EFP G 3, SB: p. 46) in which each student is to make a list of a picnic he/she plans to go and then share lists with friends. Other examples can be seen in (EFP G 4, SB: p. 7), in which students are to draw their bedrooms and write about them, and in (EFP G 4, SB: p. 31) in which students are to visit and draw the streets in their towns and write the names of the shops in those streets. In EFP, projects aim to blend classroom with real life experiences.

Projects are considered a real, meaningful world oriented learning which encourage the use of higher order-thinking skills. They similarly require students to use inquiry research, planning skills, critical thinking, problem-solving skills as they complete the project and thus L/M, V/S intelligences are developed and enhanced. Other intelligences may be developed as IE and IA. Projects provide opportunities for students to learn and practice IE skills as they work in cooperative teams and sometimes with adults in the community. IA intelligence is enhanced through reflection that leads students to think about their experience. Oral and communicative skills are also developed through presentation or products that demonstrate learning. Projects utilize hands-on approaches and various modes of communication (Diehl, et al., 1999; Boss & Krauss, 2007; Hoerr, 2004, 2007).

In EFP Gs 6-8, hands-on experimentation activities are provided. The best examples are in (EFP G 6, SB: pp. 46-47: the concept of water cycle) and (EFP G 7, WB: p. 54: experiment to clean polluted water). These are some examples of incorporating BK intelligence in EFP (See Appendices Nos. 5, 6, 8 & 9). Hands-on experiential learning involves students in a learning experience which enhances their ability to think critically. It is a way of engaging in depth-investigations with objects, materials, phenomena and ideas and drawing meaning and understanding from such experiences. Students will be able to acquire knowledge and skill outside their textbooks. Savoie and Hughes (1994) emphasize that through hands-on experiential learning students draw out a deeper understanding of the world in which they live. They become active participants in the learning process instead of being passive listeners to teachers' lectures.

It is worth mentioning again that clapping or moving the rhythm of spoken

language is considered a very helpful way to teach syllables in EFP, stress and intonation. By clapping the syllables, students' pronunciation of the spoken language will be improved. Through clapping students will be able to identify the number of

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syllables in a word. They will be able to count the beats in a word. Students for example will be able to realize that one beat-word is shorter than three beats. The best examples are illustrated in (EFP G 1, SB: p. 18) and (EFP G 2, SB: p. 3). These activities can be seen as a mnemonic device designed to help students remember the rhythmic pattern and even how the word is spelled. In other words, clapping can build students' awareness in syllabication and spelling. They can also be considered fun activities that keep students interested and help them develop their M/R, V/L, B/K and L/M intelligences. An extension for this activity as to develop B/K, V/L, M/R and V/S, the teacher can write down a list of polysyllabic words. Write the syllables of each word on separate 3 x 5 cards. Then ask students to work in groups to find the words that contain the syllable.

Row

Tom

In EFP writing activities (handwriting, cursive writing/ joint letters, others) were considered tactile, muscular, action oriented activities. B/K intelligence is engaged in writing classrooms by closely describing an action, or by characterizing a person through gestures and ways of moving, or through structuring descriptive passage/s.

In EFP, B/K intelligence is enhanced through non-verbal activities. When people communicate with each other, it is not only words that contain the meaning. An important part of that meaning comes from what is called "non-verbal communication". This means facial expression, gestures with hands, arms, legs, miming, sign language, etc. The best example for this is in EFP G 2: Unit Seven in which students are asked to say the word and mime the action. For car, students are to put their hands in a driving position, for bicycle students make their hands go round like pedals, for taxi they hold up one hand as if they are hailing a taxi, for bus, they cross their arms, for plane they stretch their arms. Another good example is illustrated in G 7: Unit Two and G 8: Unit 8 in which students are asked to match the facial expression with the word and in another exercise to match the words with the British Sign Language. In EFP G 3: Unit 17 students are asked to recognize traffic sign language by practicing the structure of "you must, mustn't". These activities help students realize that body language and sign language are vehicles of communication. This means that communication occurs through facial expressions, body postures, physical postures and sign language. Non-verbal communication is important for English language learners. Consistency between gestures and words can positively affect learning and communication. Non-verbal communication activities not only develop V/L and B/K intelligences, but V/S intelligence is also developed through careful observation and active interaction.

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Dow Win

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Learners at early stages also learn a foreign language by touching it. This means, children are very tactile and they love touching things. EFP exploit this love of touching in some activities specifically in action chants "pick up, put down, stand up, turn round, clap right, clap up, clap down, turn round, sit down, touch something brown", the song of "head, shoulders, knees and toes", the song "when little Peter dances" and the best example is in (EFP G 5, SB: p. 32). Through these activities students develop their oral skills in addition to their B/K intelligence.

It is obvious that nowadays learning through technology can be a highly active and interactive process when used appropriately. For example, computers rely on hand-eye coordination for their operation; this kinesthetic activity can reinforce learning and help students to become active participants in the learning process. In EFP, some activities refer to the use of technology especially when they encourage students to email friends. It should be noted that almost all B/K activities help develop and enhance the IE intelligence as well.

As stated earlier, the Neurophysiologist Hannaford (2005) emphasizes the importance of using brain and body in teaching. She points out that "learning, thought, creativity and intelligence are not processes of the brain alone, but of the whole body. Sensations, movements, emotions and brain integrative functions are grounded in the body. The human qualities we associate with the mind can never exist separate from the body" (p. 11). There are many reasons why this is so. One of the benefits of movement for learning is that it increases the flow of oxygen to the brain. Similarly, it strengthens the corpus callosum, the bundle of nerve fibers connecting the right and left hemispheres of the brain, and thus facilitates better integration of the two parts.

Unfortunately, EFP textbooks do not link some scientific concepts with movement. Linking scientific concepts with movement can be a powerful way to learn challenging abstract concepts, especially for students who struggle with verbal-based learning. For example, in Book Eight (Unit Three: pp. 20-21) the solar system concepts could be modified and information could be retained when the concepts are linked with movement. Teachers can use the kinesthetic concept strategy which is a way to incorporate the B/K intelligence in English language classroom. "This entails introducing concepts to students by either illustrating them or asking students to pantomime them by turning information from linguistic into bodily expression" (Coppola 2006, p. 3).

EFP textbooks likewise do not provide activities to be accomplished outside the classroom walls. EFP textbooks do not include field trips activities although well-planned field trips for the units related to "Birds in Palestine" (EFP G 7, SB: p. 22), "Hebron Glass" (EFP G 7, SB: p. 62) or "The World of Animals" (EFP G 8, SB: p. 70) may offer meaningful learning experiences for many students, particularly when the trips are integrated with areas studied in the classroom. For example students can visit the Birds Sanctuary in Jericho to learn about birds in Palestine. Students can also

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visit Glass Factories in Hebron to gain meaningful information about glass manufacturing. They can similarly visit the Zoo in Jerusalem to gain more information about different species of animals

The high means of the B/K intelligence in this study may be due to more than one reason. First, it seems that all activities that require small muscle movement like, writing, drawing and coloring were considered a way to activate the B/K intelligence. Second, this result may be an indication that in books for elementary levels there is more body/ physical input and the language is presented and practiced through movement, drama, body language, actions, etc. Third, in EFP especially in the earlier grades, many vocabulary is connected with action and physical responses, like in book one page 21 "stand up, sit down, say yes, say no, pick up a pencil and say hello", in book two page 39 "stand up, sit down, say yes, say no, clap your hands and say "hello" "don't sing, don't clap, don't talk, don't shout, stand up, turn round and then walk out". Fourth: it seems that the authors and the advisory committee of EFP do believe that the use of B/K intelligence is particularly important when teachers are teaching young learners because they believe that youngsters do not learn only in a conscious intellectual way. In other words, one may say that students at early grades do not learn by thinking alone but by doing things. In a lot of activities students will be willing to demonstrate their comprehension by using their body. And as stated by the authors of EFP in teachers' books that TPR activities can help to build vocabulary and concepts from concrete activities which help young learners enjoy learning English. Fifth, it seems that the authors of EFP believe that movement increases the motivation of young learners for learning a foreign language.

The result of this study is not consistent with the studies done by student teachers at Abu-Akademi University in Vessa (2000), Snider (2001), Botelho, (2003), Berg, (2004). This may be related to considering all written activities as part of the activities that enhance B/K intelligence. However, the results could be supported by what Sue Teele stated in her book "Rainbows of Intelligence, 2000". Sue Teele has discussed the importance of writing activity as a way for developing the B/K and V/L intelligences. The results of this study can be supported by researchers like: Eric Jensen in his book "Learning with the Body in Mind, 2000", Lazear in his book "Expanding your Bodily-Kinesthetic Intelligence, 1998", Marilyn Patterson in her book "Everybody can Learn: Engaging the Bodily Kinesthetic Intelligence in the Everyday Classroom (1996). 4.1.6. Visual Spatial Intelligence

The results indicate that V/S is also part of the intelligence profile of EFP. It is addressed in 74% of all the activities analyzed.

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Zwiers (2004) defines V/S intelligence as the "mental skill of seeing and creating the images that a person uses to organize and process information" (p. 36). The concept of defining what constitutes a visual is by nature complex. A visual is any image that can be classified into illustrations, visuals, pictures, perceptions, mental images, figures, graphic organizers, webs, diagrams, acronyms , charts/flow charts, time lines, body language (Zwiers, 2004), in addition to impressions, likeness, replicas, reproductions or anything that would help learners see an immediate meaning (Canning, 1998).

In EFP, V/S intelligence is enhanced by using posters and flashcards. About 90 posters and 480 flashcards are used in the first sixth books analyzed. Posters, which act as colorful visual aids, are reproductions of the presentation of alphabets, numbers, characters, stories, dialogues, etc. in SBs and WBs. Posters are used to introduce the new language, and they are also used as prediction activities. Flashcards in EFP are also bright and colorful and may make a real impact on facilitating learning. They are simple, versatile, and handy resources that English language teachers and students can use to present, practice, order, create, match and recycle vocabulary. Some are used to play games and take roles, to ask and answer questions, or to complete sentences. Moreover, some are used as sentence builders to encourage students use new words they have learned.

V/S intelligence is also developed in EFP through the pictorial representations

either in the SB or in the WB which are used to support written and spoken language. Pictures in EFP help learners develop language skills, enhance memory, predict, infer, and deduce information, etc. Pictures in EFP can aid and facilitate comprehension when information is presented in written form.

Cartoon Animations are also included in EFP but with very limited activities.

They provide more material for communicative questioning and discussion. Students can demonstrate their knowledge by interpreting cartoon animations (EFP G 8, SB: p. 34).

Memory games are likewise included in EFP as to help students practice and use the language through remembering elements in a picture or remembering things written in a timetable, etc. (EFP: G 8, SB: p. 99).

Paivio (1991), among many of those who have investigated the importance of visuals, states that according to the "Dual-Coding Theory of Information Storage19", information is processed and stored in memory in two forms: a linguistic form (words or statements) and a non-linguistic, visual form (mental picture or physical

19 Dual-coding theory, a theory of cognition, was first advanced by Allan Paivio. The theory postulates that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use (from Wikipedia, the free encyclopedia).

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sensations). The way knowledge is coded in our brains has significant implications for teaching and the way students learn, acquire and retain information and knowledge. As Marzano, Pickering and Pallock (2001) point out "the primary way we present new knowledge to students is linguistic, we either talk to them about the new content or have them read about it" (p. 73). Yet, it will be helpful if teachers show students how to represent information using the imagery form not only to stimulate them but also to increase activity in brain (Marzano, 2003).

It is known that visual imagery is a means of knowing the world that surrounds us besides it is older than linguistic symbolism (Marzano, 2003). In other words, it could be said that the V/S way of knowing is one of the earliest acquired human developments. Indeed, V/S intelligence is our first language. In EFP, the unique language of V/S intelligence is coded in shapes, images, patterns, designs, colors, and pictures that students can observe, either with their physical eyes or with their mind's eye. In terms of language learning, most young learners are keen on learning visually and spatially and this is noticed through our intensive classroom observations. In teaching any topic, teachers always feel that learning can be enhanced and easily presented if supported visually; through big colorful pictures, flashcards, posters, drawings, diagrams, charts, puppets, toys and real objects or even by dramatizing the meanings through miming, facial expressions, gestures and so on. By this one can assert that a large number of researchers confirm the benefit of the use of visuals in classrooms as tools for constructing meaning and knowledge (Zwiers, 2004, Peregoy & Boyle, 2000, Hyerle, 1996, 2004).

Other tools are used in EFP to develop this intelligence like playing the snake game, comprehending and drawing family trees, labeling (parts of the body, fruits and vegetables), using illustrations, developing students' vocabulary through activities entitled "Word Hunt20"" and "Word Web21", miming, representing modes of transport by hand gestures, handwriting practices, including the cursive form, talking about pictures, spotting the differences between two identical pictures with specific differences, understanding and drawing diagrams/Venn Diagrams, solving crossword puzzles, adding words to a network, reading graphs, making charts, understanding and making grids, mapping stories22", deciphering optical illusion, doing projects in addition to making posters and spinners. When students reach seventh and eighth grade they use methods of classification, categorization, note-taking, doing different actions with the body, drawing maps, completing diagrams, etc. These activities actually enhance other intelligences like the L/M intelligence

Most visuals used in EFP may suit the learning needs. Visual organizers which combine linguistic information (words, phrases) with non-linguistic information (circles, lines) are used to illustrate differences and similarities, show the sequence in

20 Word hunt activity is a word search game. 21 Word web is a graphic organizer, created to gather and connect facts, ideas, concepts, and or words. 22 Story maps are used as ways to show the important elements of a narrative text.

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events in a story, describe the steps to be taken in a process in order to create something, or show how events interact and repeat themselves. They are considered mapping techniques that similarly develop the L/M and V/L intelligences. For example some of these diagrams ask learners to show relations between concepts (EFP G 6, Unit 11: The water cycle).

All forms of graphic organizers in EFP provide a visual, holistic representation of facts and concepts and their relationships within an organized frame. Research has proven that visuals are effective tools for enhancing thinking and promoting meaningful learning (Marzano et al., 2001; Waller and Hodgson, 2006). They are used as effective strategies that students can use to organize and facilitate their learning. For many learners, seeing the relationships between concepts in a visually organized way helps them to better comprehend, remember, organize their thoughts, generate more ideas, elaborate on them, reconstruct the information in their own words, identify key elements of the text and reduce them (i.e., synthesizing and summarizing), understand parts and whole, provide in-depth understanding and promote active learning (Bozan, 2002, 2006; Stroupe & Graig, 2000). Therefore, graphic organizers that are used in EFP do not only enhance the V/S but also the L/M as mentioned earlier since they are considered thinking tools that facilitate and enhance learning.

It is recommended that teachers use these thinking maps to enhance IA intelligence which is not highly addressed in EFP. For example, David Hyerle (cited in Wolfe, 2004) states that "when using thinking maps, students become self-reflective, looking into their own thinking, and become self-regulated learners" (p. 15). V/L could also be better enhanced as Bonnie Singer (cited in Wolfe, 2004) states "visuals allow for interactions between listening, speaking, reading and writing within a language of thinking that bridges V/S and V/L representations" (p. 34). Consequently, through visuals one can develop more intelligences, especially the IA intelligence which is the least addressed in EFP.

In EFP, semantic organizers/ semantic mapping (webs, maps) are used to make meaningful connections between words. They are used as a way to have a central word/ concept, surrounded by related words or concepts that increase in detail as one moves away from the central concept (EFP G 4, WB. p. 53) and (EFP G 7, WB. p. 21). Word hunt and word web are likewise used to help students increase their vocabulary (EFP G 8, SB: p. 91). These activities can be seen as a way to help students avoid rote memorization of vocabulary and help them learn and retain vocabulary for long term. The researcher believes that visuals are a core component of the cognitive strategies EFP textbooks provide because they are tools that have a direct impact on how students construct, communicate, and create meaning (See Appendices 6, 9 & 10). This is supported by what Allen, (2007) states that semantic organizers (webs, maps) can be seen as a tool for teaching and learning academic vocabulary and for improving reading comprehension.

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Graphs (information presented and understood by grids, pie graphs or tables, etc.) in EFP are used as ways to break down a topic and compare each component. The grid allows students to organize various categories of information according to variables that are placed in columns and rows. A grid is also an effective way to help students analyze ideas, reduce information, to compare, and describe using their own words. Grids can be seen as a tool for data entry which can be used as a springboard for discussing, drawing conclusions, and sometimes inspiring for further research. Grids highly develop L/M intelligence and V/S intelligence because students are to read, explain and some times compare information provided on graphs (EFP G 8, SB: p. 51), (EFP G 5, SB: p. 56) and (EFP G 6, SB: p. 62).

Nonverbal communication which is part of B/K and V/S intelligence can be seen in teacher's gestures, facial expressions and body language, pantomime, charades, etc. present countless messages as students silently interpret what is being said through body language. This is especially true for English language learners. Nonverbal communication is used in EFP as examples to enhance teaching and learning besides helping students to retain what they have learnt (EFP, G 1, SB: P. 62), (EFP, G 2, SB: P. 21), (EFP, G 3, SB: pp. 5+6), (EFP, G 7, SB: p. 10), etc. Hand motions, gestures, facial expressions and moving around are considered in EFP a quick and easy way to get students to act out or signal the important terms and concepts of the lesson (See Appendices 3, 4, 5, & 9).

In EFP categorizing and classifying are considered key skills for organizing

academic information into logical and usable groups but they are used more in higher grades. These key skills are helpful for separating important from unimportant information. Classification and categorization are very useful for academic tasks such as summarizing, comparing (EFP G 8, SB: p. 71: animal group and species), outlining. These activities not only develop the V/S but also the L/M intelligence. It seems that the authors of EFP do believe that students at higher grades need to learn academic skills in addition to learning English.

One way to highlight the key vocabulary and the key elements of different grammar notes, and some associated thinking skills is by color-coding. Color-coding in EFP, which is considered one of the elements of V/S intelligence, helps students see the important part/s, the active vocabulary and some important grammatical notes. This helps students recognize that these highlighted words or concepts are the most important in the unit under discussion. Color-coding may work wonders for some students especially with things related to retention. In teaching English as a foreign language, all mnemonics techniques are to be used as methods to facilitate retention and recall of information by exercising V/S intelligence.

However, EFP textbooks do not include activities that require students to decorate bulletin boards or to use or respond to multi-media (such as CD-Roms, DVDs, video, films, etc). CD-Roms and DVDs provide opportunities to discuss what

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students have already seen and sometimes what they are about to see next. Students can be helped more in using new ways through visual media.

It is obvious that V/S intelligence is highly addressed in EFP textbooks. This may be due to the following reasons: First, the textbook analyzed are for young learners whose foreign language learning should be supported by a lot of visuals. Visuals are helpful in supporting and increasing both receptive and expressive communication. Second, information is processed and stored in memory in both linguistic and visual forms as stated by Paivio (1991). In other words, visuals may serve as a reminder of the verbal language for young learners. Third, many research asserts that young learners learn better with visual support. It is supposed that visuals in EFP textbooks will help students who face difficulties in learning English as a foreign language. The opportunity to represent their ideas visually can provide a vehicle for representing their thinking. For example, some students will not be able to create a detailed story, but may be able to represent rich and colorful visual (through drawing, through doing projects, etc). Fourth, with the current emphasis on teaching for understanding and the importance of conceptual knowledge, teachers need visual techniques that help learners see patterns rather than just memorizing facts and form mental structures that would help them handle new knowledge and relate it to past knowledge. Fifth, it is the visual impact of what young learners first read and write that is important to them rather than any specific meaning or message. Young students' skills at interpreting visual language play an important part in their learning about their world in general and their learning a foreign language in particular and it is also important part in students' entry into the world of print. Sixth, students today are growing up in a highly visual world, surrounded by images of television, videos, computers, internet, advertising displays and other media. It is worth mentioning again that the human brain has a visual cortex that is five times larger than the auditory cortex. Thus, a visually stimulating environment is important in encouraging students to explore and understand language (Zwiers, 2004). Seventh, as the V/S and the B/K intelligences develop for young learners, hand-eye coordination and small-muscle control enable the individual to reproduce the perceived shapes and colors in a variety of media. Eighth, it seems that the authors of EFP believe that instructional materials in EFP with its strong visual elements used for language learning may help sustain the attention of the learners and may lead to a greater length of concentration span which motivates and enhances students' achievement. Visuals can play a successful role in generating language and making it interesting. To conclude, it could be emphasized that the authors of EFP do believe that visuals should be used in English language classrooms to help young learners organize and spatially represent what they know and what they are thinking. Once children learn how to "read" and make concept maps, teachers can also use them to identify learners'

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pre-existing knowledge or misconceptions as well as use them as evaluative tools to check students' comprehension. The result of the current study is consistent with studies done by Berg, 2004 and Botelho, 2003. 4.1.7. Interpersonal Intelligence

The fourth intelligence that is highly developed and enhanced in EFP is the IE intelligence. Pair work and group work are the most common types of activities in EFP that generate interaction among students and consolidate the IE intelligence. Games, songs, simulations and role plays are also included in the books analyzed. Many activities in the textbooks analyzed usually combine the IE intelligence in several types of activities: speaking, listening, reading, even in writing and grammar exercises.

The pedagogical explanations of this result have been suggested by the authors of EFP. They consider working in pairs or in groups, playing games, and acting and playing different roles as the most effective way to practice speaking skill. They stated in teacher's book that although Palestinian schools have large classes, implementing pair/ group work is a way to ensure that students have adequate speaking practice and thus enhance students' communication and collaboration. According to the Palestinian Authorship Supervisory Committee of EFP, students working together help in providing an atmosphere of achievement, help in maximizing their own and each others' learning, increase their retention, promote self-motivation, and develop their oral communication skills. Therefore, one of the most basic elements of EFP is teaching students the required IE and communication skills that they need for future interaction and communication.

The researcher believes that IE intelligence is well developed in EFP because Palestinian English language classrooms are the only medium for developing students' communicative skills in foreign language. Pair and small group activities provide learners with more time to speak the target language than teacher fronted activities. Interpersonal activities are considered by the researcher as an instructional approach that integrates social skills objectives with academic content objectives in education. It can be assumed that activities that develop IE intelligence in EFP have many benefits. Such benefits include more in-depth understanding of content, more enduring learning, more engaged learning, better socialization, and better developed academic thinking skills and thus better language learning.

The importance of working in groups or in pairs has been documented by many researchers. Pair and small group activities promote learner autonomy and self-directed learning (Brown, 2006; Harmer, 2003; Thornbury, 2006). Additionally, learners may feel less anxious and more confident when interacting with peers (Brown, 2006). Group/ pair work may develop students' higher level of thinking

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(Ashman & Gillies 2003; Chen, F. 2005; Diller, 2007; Johnson and Johnson, 1986; Kagan, 1990; Slavin, 1988). Through interactive approach students can learn and achieve better (Brown, 2007).

Many years ago Vygotsky (1978) for example, makes it clear that human intellect grows and develops not only from the inside on the personal or individual level, but also through the interactions and communications with others. Because of that, in cooperative tasks cognitive and metacognitive skills can take place. This can be achieved through explaining, elaborating, summarizing, giving each other feedback and reflecting on one's own process of thinking.

Wolfe and Brandt (1998) in their article "What Do We Know from Brain Research? How the Bain Works?" They state that "the brain is innately social and collaborative. Although the processing takes place in our students' independent brains, their learning is enhanced when the environment provides them with the opportunity to discuss their thinking out loud, to bounce their ideas off their peers, and to produce collaborative work" (pp: 8-13)

Working in cooperative teams, students with lower levels of language

proficiency can interact with those who enjoy higher levels in order to negotiate the meaning of content. Pair and group work increase the amount of student talking time and thus provides the students with the opportunity to communicate with each other, to share suggestions, hypotheses, insights, feedback, success and failure and in this way all work for all and the win-win approach will be enhanced.

Interpersonal intelligence is highly achieved nowadays through the current communication techniques such as on-line messenger services, emails and on-line forums; we should also not forget telephone which is the ultimate form of communication. In EFP, many activities enhance some of the current ways of communication like writing to an e-pal, telephoning, or chatting with others, etc. to teach students how to connect around the world (EFP G 8, Unit One: Hello, World!; EFP G 7, Unit Four: Poem: My Pen Friend and Me (Discussing-pen friend concept). Lehmkul (2002) discusses the importance of Pen-pal letters as a way to develop cross-curricular experiences in addition to the cross-cultural experiences. Pen-Pal letters can be seen as ways to develop ways to communicate and interact with other cultures. Some creative connections can be found in the following websites: http://www.world-pen-pals.com; http://www.globe.gov; http://www.Global-Leap.com; http://creativeconnections.org.

Many dialogues are also included in EFP which aim at activating students' communicative competence. They are built as a communication process to promote students to think and learn together. They are used to help students develop the skills of oral communication. Dialogues in EFP can also be seen as an excellent way for modeling. Students listen to the dialogues on a tape or a CD and then the dialogue is

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performed or presented by students with all facial expressions, body language, and tone variation. By this, students develop their listening skills, practice pronunciation, learn grammar in context, and practice using the new vocabulary in addition to developing their social interaction and social skills.

In EFP, IE intelligence is enhanced through games. They are treated as central not peripheral to the foreign language teaching. They lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. They have role in teaching and learning vocabulary.

Activities that enhance IE intelligence in EFP can be seen as a way to improve students' self esteem, improve their performance, increase their classroom involvement, help them accept others' opinion, help them become effective communicators and above all help them develop their social skills and personal qualities as well as their language competence.

Researchers like Richards and Rodgers (2001), indicate that students should be

given the opportunity to speak to each other no mater how limited their language knowledge is. Ghaith (2003) emphasizes what Richards and Rodgers state in his study of the effects of learning together on improving language reading achievement and academic self-esteem. He points out that learning is enhanced through cooperative learning which encourages student-student/ student-teacher/ teacher-student communication; and as a result oral language is encouraged. He likewise states that learning together moves the focus of teaching from the teacher to the student. He concludes that the use of various forms of interaction in English language classrooms may enable students to develop other language skills needed for learning a foreign language like reading. Costa (2001) clarifies the importance of developing the IE intelligence by saying that:

Part of our intelligence is revealed through interactions with others. Some of

the most powerful learning is social and this can be activated through discussion, dialogue, and debate. Social interaction provides rich opportunities, not only to learn from others, but also to learn about our own inner resources as we hear ourselves talk about our ideas. It can catalyze reflective thinking and help consolidate learning (p. 102).

Costa asserts that through cooperative learning students may develop their IE intelligence in addition to IA and V/L intelligences. Other intelligences could also be enhanced depending on the task or the topic under discussion.

The result of this study is consistent with (Snider, 2001), (Botelho, 2003) and (Berg, 2004). It seems that since this is a language study analysis and learning a language means communicating with others, IE intelligence is well addressed in EFP.

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4.1.8. Logical/Mathematical Intelligence

Although the evaluative data reveals that one of the MI profiles of EFP is the L/M intelligence, it was not highly addressed. It was addressed in 53% of all the activities analyzed.

Howard Gardner defines L/M intelligence as "sensitivity to and capacity to discern logical or numerical patterns and the ability to handle long chains of reasoning" (cited in Lazear, 1993, p. 96). English language teachers frequently discuss the four language skills across the curriculum, but it is less common to hear the discussion of mathematical issues across the English language curriculum. According to Armen Hovhannes (2006) "it is not strange that English language textbooks do not highly develop L/M intelligence. This is because mathematics is largely missing from most ESL textbooks" ([email protected]).

L/M issues should not be isolated from any area because it is valuable to all

disciplines such as identifying and representing patterns and relationships, problem solving, and even communicating precisely. All language teachers should be able to tap the higher order thinking skills of L/M intelligence. In EFP, L/M intelligence is addressed in a small number of activities in the first four books analyzed and then the number of activities increase when we move to higher grades. This may be due to the emphasis on developing linguistic intelligence at the expense of other intelligences; in other words, the emphasis in these earlier stages is to develop the four language skills in order to be able to communicate and use the language that is required to enhance and develop other intelligences in advanced stages.

In EFP, there are opportunities for students to talk about numbers and geometrical shapes outside the math arena. Students count numbers, change numbers from cardinal to ordinal and vice versa, do some calculation (EFP G 5, SB: p. 95; WB: p. 96), recognize the distances in Palestinian areas (EFP G 4, SB: p. 53), tell the time, say telephone numbers (EFP G 5, SB: p. 72; WB: p. 71), recognize geometrical shapes. In EFP, there are opportunities for students to discuss grammatical issues, experiment, analyze and categorize, do some graphic representations, interpret diagrams and charts, do some semantic map activities, sequence information, conduct a survey, guess, order words/ sentences, etc. However, it would be better if EFP in early grades goes beyond reciting and repeating numbers. Basic math operations, vocabulary and expressions like addition, subtraction, multiplication, division, plus, minus, equals are all examples that can be included in EFP especially in the earlier grades in order to help learners develop the abstract, symbolic world (See Appendices Nos. 6 & &). Lazear (1993) states that "this intelligence becomes increasingly abstract and symbolic as it develops. Later in their development, children learn about numbers which are simply abstract symbols to represent concrete patterns they have observed. Numbers are what mathematicians call "pure abstractions", because they can be applied to a wide range of objects (p. 30)".

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In EFP, numbers are used to enhance L/M, M/R and V/L intelligences in an activity entitled "Syllable Clap". In this activity teachers ask students to clap for each syllable they say. Teachers start with one word syllable then move to two or three words. It is interesting that EFP starts these activities with "Clap Names". For example "Muna" would be two clap name. Then they move to longer words with longer syllables. For example: airplane (2: air + plane), communication (5: com + mun + i + ca+ tion), etc. It should be noted that with first, second and third classes, it is not necessary to use the word syllable, instead teachers could keep it fun and talk about the "beats" or "claps". It is worth mentioning again that such activities develop M/R, V/L, B/K and L/M intelligences.

In EFP, L/M intelligence is enhanced through activities that address grammatical issues. Grammar is directly addressed from G 5 – G 8. In G 5, present simple and past simple, adverbs of time and manner, comparison and superlative, present perfect, modals for probability, and future tense are presented. In G 6, revising present perfect, describing past actions, past progressive, question tags, reporting complaints, reported speech, giving advice (should and ought to), modals, expressing desires and wishes, verbs followed by "ing" or "to" and phrasal verbs are presented. In G 7, present continuous, stative verbs, present perfect continuous, past perfect, passive voice, asking and giving directions, and expressing intentions and promises are introduced. In G 8, revising present continuous and present perfect, advising and suggesting, past simple and past perfect, conditionals type I, comparison of adverbs, passive, present perfect and finally reported speech are shown. In EFP, grammar is approached in two main ways, deductively and inductively. From G 5 to Grade 7, grammar is more deductively presented; students are given a rule which they then practice and apply. In G 8 grammar is sometimes presented inductively, in which students are to work out rules for themselves. These approaches are useful in developing the L/M intelligence because they develop students' cognitive potentials and activate their mental processes.

L/M intelligence is also addressed through charts, diagrams, graphs and maps. For example in EFP G 3 in the work book p. 58, students are asked to draw a graph with numbers on the vertical axis and modes of transport along the horizontal axis, in EFP G 4 reading and drawing family tree charts are presented, in G 5 reading and writing timetables, reading and labeling body parts diagrams are introduced, in G 6 understanding and drawing water cycle diagram and eliciting information from graphs for comparing and contrasting (EFP G 6, SB: p. 62; WB: p. 61 average temperature and rainfall for Jerusalem and London) are shown, in G 7 completing charts by adding the names of the continents and countries and drawing lines to connect words from the same family are included, in G 8 playing a math game (EFP G 8, SB: p. 97), reading a menu with prices (EFP G 8, SB: p. 109), completing a network, understanding solar system diagram, reading and labeling geographical maps, reading and drawing fraction diagrams are likewise presented. Graphs and diagrams are used to present information and to make things easier and more memorable to learners. It

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should be noted that V/S, B/K, V/L and NI are similarly developed through such activities.

The researcher believes that by training students in using various thinking skills, students learn and have a chance to use a variety of problem solving techniques. Samples of active learning processes that enhance L/M intelligence include using diverse questioning strategies, posing open ended problems, applying math to real world situations, using concrete objects to demonstrate understanding, predicting and verifying logical outcomes (syllogism), discerning patterns and connections in diverse phenomena, justifying and verifying statements or opinions, providing opportunities for observation and investigation, playing games, and watching a TV program like the inspector Crombo23". In EFP, such techniques are present in activities in which students have to guess and predict (guessing games, e.g. who am I), spot the differences, read and order, order and write, solve riddles, think and answer, rationalize choices, discuss issues and give opinions, investigate and analyze matters scientifically as in G 6 (Water Cycle) and G 7 (Let's Experiment).

Robert Sternberg and Louis Swerling in their book "Teaching for Thinking, 1996" presented examples in which one can develop L/M intelligence through language. In their book pages 89-93, they introduce some examples like: "A teacher had 23 pupils in his class. All but 7 of them went on a museum trip and thus were away for the day. How many of them remained in class that day?" Another example from the same source goes like this "An airplane crashes on the U.S. –Canadian border. In what country are the survivors buried?"

Similar to Sternberg and Swerling (1996), Robin Fogart and Judy Stoehr presented examples in their book "Integrated Curricula with Multiple Intelligences, Teams, Themes, and Threads, 2007". One of the examples on page 61 goes like this:

"A man buys a horse for $50 and sells it for $60. He buys the horse back for $70 and then sells it again for $80. Did he earn or lose money and how much? Or did he come out even?"

Other examples that can be adopted for young learners can be found in "Letters from Winnie the Pooh: Multiple intelligences: Teachers to teachers books: Gutloff, 1996". The researcher adopted the example provided on page 22: "I have 18 pots of honey (yum, yum) in my kitchen cupboard. Yesterday, my friend Hannah Honeybee told me she will soon have enough honey in her hive to fill 18 more pots of honey, and she wants to give them all to me! I can hardly wait!! My problem is this: I want to know how many pots of honey I will have in all, after Hannah gives me her honey. I am having hard time with the adding. Can you help me? Remember, I am a bear of very little brain." Students are to give their answers to "Pooh" using different intelligences. For example some students can make a song

23 It is a TV. Program presented at Melody Channel.

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containing the answer, while others can write the answers out, some may write an email to the "Pooh", etc.

Teachers need to provide problems with multiple methods of solution and encourage students to tackle a problem in a variety of ways and to talk about their approaches. Here is an example: If it costs 12 cents for 20 straws, how much would you spend for 35 straws? How many different ways can you prove the answer? (Costa, 2001, p. 288). IA can be developed by using such activities. Teachers can ask students to talk about the strategies or the techniques that they follow in order to solve the problem. IE intelligence can similarly be developed by sharing their answers with their peers. Teachers can follow the procedure of think-pair-share technique for such activities. Teachers can ask students to match the equation with the question that can be used to solve it: Examples:

1. x – 3 = 9 A. 3 times what number equals 9? 2. 3 x x = 9 B. 9 minus what number gives 3?

3. 9 – x = 3 C. What number minus 3 gives 9? Teachers can use story problems across English language curriculum. Teachers can incorporate L/M thinking by making story problems interesting and meaningful for students to solve. Examples: Story One: "if it takes 22 days for a frog's egg to hatch into a tadpole, how many days does it take for 10 frogs' hatch into tadpoles?" Story Two: If Ali has to diagram eight sentences every night for an entire week but his friend Mohammed, does half of them for him and his sister does 14 for him, and he lost half of one daily assignment, how many sentences did Ali diagram. Another way to enhance L/M intelligence could be achieved by using activities related to guessing phrases and words by deriving cues from spatialization. Teachers can write the following puzzle on board. They should not say anything, but wait for their students to start guessing what they may mean: The first example: YY UR, YY UB, I C U R, YY 4 Me! Solution: Too wise you are, Too wise you be, I see you are, Too wise for me!

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The second example: S S D D N N A A H H Solution: hands up Teachers can use "Syllogism" as a way to develop logical mathematical intelligence like the example that follows: All men are mortal. Ali is a man. Therefore Ali is mortal. L/M and M/R could be enhanced through poems. Part of the following poem could be taught for students in G 3. In EFP G 3 Unit 22 students have to answer how many fingers, toes and arms they have? This poem could also be taught to students in G 6 for Units 7 and 8 which address body parts: Parts of the body Allah gave me one head On my head is my hair I can wear my hair long Or I can wear my hair short Allah gave me a beautiful face On my face My eyes, nose and lips Are placed And at the side are my ears To help me hear Allah gave me two ears to hear Allah gave me two eyes to see One nose to smell, and two lips to kiss My lips are about one metre From my hips! And my nose about two metres From my big toe If I grow full size And don't forget my eyes -they're about one metre from my thighs And your lovely white teeth And two dainty feet! Let's add them together

Two lips and two hips One nose, two big toes Two eyes and two thighs Lots of lovely white teeth And two dainty feet That's well over thirty body parts, I suppose!

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Add on fingers, two thumbs And every other toe That's well over sixty, as far as I know.

These are just instructional suggestions that suit elementary grades to reveal the importance of teaching the process skills of scientific inquiry and to reveal how we can integrate L/M thinking into other subjects like English language. Thus, it would be better if teachers supplement EFP with activities that develop L/M intelligence and enhance other intelligences including V/L intelligence.

The result of this study is consistent with the study done by Berg (2004); however, it is inconsistent with studies done by Snider (2001), and Botelho (2003). Accordingly, one can identify V/L, B/K, V/S, IE and L/M as the MI profiles of EFP. IA, M/R, NI are the intelligences that need attention in designing MI-based lessons in order to address the different intelligence profiles of Palestinian students.

Summary and Conclusion

This chapter highlights that the MI profile of EFP is the combination of V/L, B/K, V/S, IE, and L/M intelligences. This study assures that intelligences are never active in isolation. It is usually the case that each activity addresses a number of intelligences.

It can be said that the authors of EFP do believe that young learners may learn

best by seeing and doing, by cooperating and working with their classmates and by solving problems. The frequent use of visual materials in the classrooms leads learners to guess meanings from contexts by the help of visual clues, which also discourages teachers from adopting spoon feeding techniques. Besides, the frequent use of interpersonal activities help students learn and use the language for communicative purposes. In this, learning English will be meaningful and purposeful. Furthermore, by linking the foreign language to their action, to their body, it will become more memorable and retainable. The proverb that educators always repeat "Tell me, I forget, show me, I remember, involve me, I understand" is applicable in this analysis. The more senses are involved in learning; the greater the chance is for a learner to internalize language learning.

The low percentage of occurrences of the other intelligences (IA, M/R, and NI)

may be related to the emphasis on verbal linguistic intelligence at the expense of other intelligences because it deals with a complex area of study, such as learning a foreign language. It seems that the authors believe that learners need a much higher level of proficiency in order to be able to enhance other intelligences. However, this should not be permanent. Teachers should carry their own responsibilities in supplementing and complementing EFP textbooks with all the intelligences that are not highly addressed in EFP (See Appendix 26 for samples).

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Results and findings of this study similarly suggest the point that textbooks are evaluated by experts outside the real foreign language instruction context. In this study teachers and supervisors share some results in identifying the MI profile of EFP while experts don't. It seems that experts are more concerned with the theoretical aspect of language learning while teachers and supervisors are in the field of both theory and practice. The results likewise may be due to the small number of experts who evaluated EFP compared to teachers and supervisors. This research raised a question of whether there is a need to bridge the gap between theory and practice in language evaluation. In the next chapter experimenting EFP in G 6 is presented.

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Chapter Five

Experimenting EFP G 6

5. Introduction

One of the questions of this study is to investigate the application of the eight intelligences in the context of a foreign language classroom using EFP G 6. The focus of this study was to determine changes in students' performance and to measure if there will be any better results either in their English language school achievement tests or in their standardized tests conducted by AMIDEAST. 5.1. Subjects of the study

The subjects for this study were 22 female students in G 6. The students were the researcher's intentional choice (purposive sample) because of the feedback taken from all their teachers and from reviewing their academic history. The subjects had studied English for five years. English was taught for an average of 2 hours per week. The English proficiency for the 22 students was rated between low and intermediate. 5.2 The Teacher

Although it was possible to appoint their English language teacher to carry out the experiment, such action was difficult due to her lack of knowledge with the MIT. There were distinct advantages for the researcher to also be the teacher. The researcher was an experienced one, and was able to adapt the different approaches and techniques for applying the theory of MI especially after the training session taken with Dr. Rebecca Hales during the Palestinian IATEFL24" Conference which was conducted on 13th and 14th of August 2007. The researcher also had already completed a pilot study on a small number of students as to be confident to embark on this experimental study. 5.3. Research Method

The researcher tried to adopt the processes of action research to experiment with the implementation process of Gardner's Theory of MI. The researcher adopted an overt reliance on action research as to experiment with the notion of Fong (1999) who claimed that the standard of English education could be raised by teachers applying action research in their teaching. As well as being an insider researcher (practitioner), action research was a process that helped the researcher to develop a deeper

24 IATEFL: International Association of Teachers of English as a Foreign Language

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understanding and reflection aiming to bring about improvement in students' achievements either at school level or at the standardized level. The researcher chose the AMIDEAST Exams and School Exams as a formal way to assess students. Both systems follow very strict administration guidelines and time limits. It should be noted that the view in this research seemed to correspond with the view of the founders of the Fuller Multiple Intelligences Program25" which suggested that the application of the MIT would result in higher standardized test scores (cited in Thanh T. Nguyen, 2002). Fuller program represented an excellent environment to test the use of MIT on students' achievements on standardized tests.

The researcher began to gather information about the subject of the study (22 female students) by reviewing their academic histories both in general and in English language in particular. Luckily, the administration of Al-Eman Schools (as a private school) maintain cumulative files or portfolios on each student; this was a good place to find out about past students' performances and levels. These records gave a sense of students' academic strengths and weaknesses in addition to their development and progress. It should be noted again that students' academic history was between low and intermediate.

Pretests and posttests were used to monitor students' progress in learning

English as a foreign language. The results of their school achievement tests and the Amideast tests were compared and discussed. This experimental study was scheduled to last for 30 hours over ten weeks. The researcher explained beforehand to the students that she is going to teach EFP using each of the eight intelligences in order to help them develop their English language proficiency. She explained things with a very simple language with examples to make things clear and to encourage them to participate in this research project. 5.4. Data collection techniques

The information for this study was gathered in different ways, first, through classroom observation and reflection, second, the MI inventory for the 22 students and the family letters to accompany the inventory to get feedback from both parents and students, third, the achievement results either at the school level or at the standardized level, and finally an achievement celebration day was conducted with students and parents as to get final feedback.

25 Fuller MI program was led by Mindy Kornhaber in Massachusetts (1990). Different teaching techniques and methods were adopted based on the different intelligences. The program was characterized by student centered learning, authentic assessments, large-scale project learning, acquisition of knowledge, and student and teacher learning partnership.

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5.4.1. Classroom Observation and Reflection

Classroom observation was conducted by keeping a reflection diary, taking notes, and sometimes recording so as to measure students' progress in language proficiency. The researcher tried to write the diary entries straight after each class, and she tried to focus on what she witnessed during her lessons not just on her emotions. Classroom observation and reflection were also conducted by an expert in the field (Aref Al-Husseini: See Appendix 23) as an external evaluator to provide objective feedback. These classroom observations served as useful tools for examining the situation in the classroom as the study was conducted and to gain information about how students respond to activities designed and implemented in their classrooms. Reflection

The researcher reflected upon her activities throughout the time she carried out her research, developing revised action plans based on how the students responded and developed in their language use from the process of planning, acting, and observing. In this way, the researcher was operating as a reflective practitioner which is considered an important element in conducting action research (See Appendix 22). 5.4.2. Instruments 5.4.2.1. Achievement and Standardized Tests

Since Al-Eman Schools were in the process of a Comprehensive School Reform Program, it was decided that an English General Proficiency Test had to be administered in order to measure students' four language skills and to act as an external formal mode to measure students' progress in English language. The weekly tests and the mid-term and final-term examinations were the normal tests and exams that all students had to take at Al-Eman Schools for their formal school report. These results would give another important measure of all students' general language proficiency. 5.4.2.2. The Multiple Intelligences Inventory for the 22 Students in G 6

The inventory was administered to the students before conducting the experiment as to give the researcher feedback about their preferred intelligences. This inventory helped the researcher to take these intelligences into consideration in designing activities for this experimental study. This instrument helped the researcher make adjustments in her lesson plans in order to maximize the use of the learners' multiple intelligences. It was based on Walter McKenzie (1999): (Retrieved from http://www.surfaquarium.com/MI/MIinvent.htm) (See Appendix 20). Students' preferred intelligences were V/L, B/K, M/R and IE.

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5.4.2.3. Family Letters to Accompany the Multiple Intelligence Inventory

Two letters were given to parents in this research. The first letter was requesting parents' permission for their children participation in this MI Research Project, since part of the experiment was conducted during the students' vacation of the first semester. The second letter required parents to help their daughters in identifying their areas letters were sent in both Arabic and English language in order to make sure those parents would be able to understand all the content of the letters (See Appendix 21).

5.4.2.4. Interviews

Qualitative data were collected from interviews. By speaking directly to the students and parents, the researcher was able to get comprehensive information about students preferred activities and their reaction to the new approaches and techniques used in their English language classes. Besides, the feedback that was received from both students and parents in the achievement celebration day was a good resource to improve the future educational methods. 5.5. Results

In order to determine if there was any statistically significant relationship between the application of the theory and the school achievement tests and the AMIDEAST standardized tests null hypothesis were stated as follows:

The First Null Hypothesis There is no statistically significant relationship between students' achievement tests results either in the first semester or in the second semester at the level of (α ≤0.05).

Table (24): First Hypothesis

Source of variation Measures Second Semester School Achievement Results

Correlation Coefficient 0.955 Significance Level 0.000

First Semester School Achievement Results

Number 22 *p-value ≤ 0.05

The first hypothesis was checked by using Spearman Test in order to identify the relationship between students' achievement results in the first and the second semesters. The test revealed that there was statistically significant relationship between students' achievement results in the first and the second semester. The statistical significance level was 0.000 which is lower than 0.05 and thus the null hypothesis was rejected. The findings indicate positive strong relationship between students achievement tests either in the first or in the second semester since the correlation coefficient was 0.955.

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21-30 31-40 41-50 51-60 61-70 71-80 81-90 91-100

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Figure (10): School Achievement Test Results in First and Second Semester

Freq

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First SemesterSecond Semester

In this chart students' school achievement results in the first and second semester are presented and compared. The chart presents students' school achievement results in the two semesters.

The Second Null Hypothesis There is no statistically significant relationship between students' AMIDEAST tests results either in the first semester or in the second semester at the level of (α ≤0.05).

Table (25) Second Hypothesis Source of variation Measures Second Semester AMIDEAST

Results Correlation Coefficient 0.354 Significance Level 0.106

First Semester AMIDEAST Results

Number 22 *p-value ≤ 0.05 The second hypothesis was checked by using Spearman Test in order to identify the relationship between students' AMIDEAST results in the first and the second semesters. There was no statistically significant relationship between the results in the first and the second semester since the correlation coefficient was 0.106 which is higher than 0.05 and thus the null hypothesis was not rejected.

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Figure (11): Amideast Evaluation Test Results in First and Second Semesters

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Amideast 1Amideast 2

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The chart presents and compares students' AMIDEAST standardized results in the first semester and the second semesters. The chart presents students' AMIDEAST results in the two semesters.

The Third Null Hypothesis: There is no statistically significant relationship between students' School Achievement Tests and AMIDEAST Tests in the first and in the second semesters at the level of (α ≤0.05).

Table (26): Third Hypothesis Results Source of variation Measures Students' AMIDEAST Results

in the Two Semesters Correlation Coefficient 0.786 Significance Level 0.000

Students' School Achievement Results in the Two Semesters

Number 22 *p-value ≤ 0.05 The null hypothesis was checked by using Spearman Test in order to identify the relationship between students' school achievement results and AMIDEAST results in the two semesters. It was clear that there was statistically significant relationship between students' school achievement results and AMIDEAST results in the two semesters since the statistical significance level was 0.000 which is below 0.05 and thus the null hypothesis was rejected since there was a strong coefficient relationship with 0.786.

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Figure (11): School Achievement Test Results Vs Amideast Evasluation Tests Results

Freq

uenc

y School 1School 2Amideast 1Amideast 2

The chart presents and compares students' school achievement results and AMIDEAST standardized results in the first semester and the second semester. The Fourth Null Hypothesis: There is no statistically significant relationship between students' School achievement results and AMIDEAST results in the pre and post tests at the level of (α ≤0.05).

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Table (27): Fourth Hypothesis Results Scale Application Number of

Participants*M **SD T value ***DF ****SL

Pre 22 35.59 8.256 Amideast Results Post 22 40.73 6.174

-2.337 42 0.024

Pre 22 76.45 17.265 Achievement Results Post 22 78.45 16.393

-0.394 42 0.696

*M=Means **SD=Standard Deviation ***DF=Degree of Freedom ****SL=Significance Level The null hypothesis was checked by using t-test which indicated that there was a statistically significant difference between the pre and the post tests AMIDEAST results. The significance level was 0.024 which is less than 0.05 and thus the null hypothesis was rejected for the advantage of the post test. The means for the post test were 40.73 while the means for the pre-test were 35.59. The results also revealed that there was no statistically significant difference between the pre and the post tests school achievement results. The significance level was 0.696 which is higher than 0.05 and thus the null hypothesis was not rejected. On analyzing scores, there was no statistically significant difference at the p≤0.05 level for the students' achievement in the second semester although it appears that the means were higher for the advantage of the second semester. The means were 78.45 for the post test and 76.45 for the pre-test. 5.6. Discussion of Results

One of the aims of this study was to investigate the application of the eight intelligences in the context of a foreign language classroom using EFP G 6 in order to determine if there will be any better second semester results either in their English language achievement tests or in their standardized tests conducted by AMIDEAST. The results were analyzed to compare the effect of MI presentation strategies. The results revealed that applying the theory of MI in English language classrooms resulted in higher post-test scores in standardized test like the one conducted by the AMIDEAST. There was a significant statistical difference in the pre-and post-test scores (Pre-test: M= 35.59 SD= 8.256) (Post-test M= 40.73 SD= 6.174). The results also revealed that although there was no statistically significant difference in the post-test scores in school achievement tests, the relative gain scores surprisingly suggest that students achieve higher learning performance in the second semester (Pre-test: M= 76.45 SD= 17.265) (Post-test M= 78.45 SD= 16.393). MI teaching had led to better scores, but it seems that the researcher was not making enough of a difference for all students' achievement. However, in general, the results suggest that by addressing students' intelligences and challenging them with various learning resources may lead to greater learning and thus greater achievement. The results of this study illustrated that tailoring various activities for students' different intelligences was effective for increasing students' performance on both achievement and standardized tests.

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The records from classroom observation and students and parents' interviews showed improvement in students' performances in the English language classrooms. Incorporating MI theory in the delivery of the course content resulted in helping students be more attentive and focused and thus leading to an enhanced learning experience. When instruction was delivered, students reported that they enjoyed the use of songs, poems, games, role play activities, acting out, reading from big books, and the hands-on opportunities they were provided for enhancing learning (e.g, the water cycle concept). This is not surprising because the lessons were designed in different models (multi-model lessons) in order to reach almost all students. Methodologically, the researcher found that the interviews enabled her to engage in an "instructional conversation" with the 22 six grade students and their parents in a way which revealed the learners' perceptions of effective teaching and learning. Samples of the students' comments adapted from the interviews and students' reflection:

• I liked the songs and the pictures that my classmates made for the vocabulary. • I felt happy in class because I can say things in English. • I liked the story of "Drippy the Rain Drops". • I learned better in group work than in individual work. • I liked drawing and coloring. • Singing with classmates was really fun (See Appendix 25).

Samples of the parents' comments adapted from the interviews: • This is the first time my daughter sings in English. • My daughter enjoyed coloring the book of water cycle. • Extra hours are needed. • My daughter repeated drip, drip song that even her young brother learnt it. • Celebrating little successes or little steps is great. I think we will need to wait

for a very long time for big successes to celebrate. Celebrating little successes will encourage our daughters to work harder.

The results of this study are consistent with Hickey's (2004). Hickey reports

increased student achievement when MI-based units were developed and implemented in various classrooms. Similar results were also found in other researchers' studies. For example, in a study with primary school students in America, Hoerr (2006) found that, "if instructional activities were selected in response to the MIT, achievement of students increased."

The results of this study are likewise consistent with Green’s (1999). Green's qualitative study revealed better standardized test score with the application of MIT in the classroom. His study supports and asserts that the MIT improves students' performance in addition to their attitudes and motivation towards learning. Many researchers and programs reveal that teachers who have implemented MI in their FL classrooms have successfully increased students achievement in all areas of core curriculum, including increased performance on standardized tests (Aschbacher & Pine, 2006, Fuller Program, 2002, Kornhaber, 1999, 2004).

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5.7. The Limitations of the Experimental Study

The work presented in this dissertation can only be considered stepping-stones from which further research can be undertaken and this is due to several reasons: First: the sample population was very small with only 22 students participating in the experiment. To generalize the results, it would be necessary to conduct experiments with larger groups. Second: this study was conducted at one of Al-Eman Schools. It would have been better if this study had been conducted on a range of schools. Third: this study was limited to female students. Future research may study the effect of applying the theory of MI on gender differences. Fourth: this experiment was limited to 30 hours. Extending the time of experiment may reveal other results. Fifth: the method of assessing learning in this study was mainly based on the use of a pre-test and post-test consisting of the same factual multiple choice questions. It would be interesting to assess learning gain by using different methods. Different questions examining conceptual understanding would allow for a deeper assessment of the students' knowledge. As stated by Kelly (2005), "it would be interesting to have different modes of assessment for different MI categories rather than using multiple choice questions which are oriented towards the V/L intelligence" (p. 181). In other words, using on-going assessments, portfolios, projects, performance-based assessment, etc. would provide in-depth information about students' abilities. Recognizing the limitations of this study provides the directions for future research. Future work may provide empirical basis for consistent and valid results that can be generalized. Further empirical studies are needed with more content and a broader sample population to determine if this result can be repeated and to determine the role of challenge in the learning environment. However, the results provide evidence that applying MIT may have significant implications for instructions in foreign language classroom. Summary

In this chapter the researcher investigated the application of the theory of MI

using EFP grade six. It can be said that the increased results in students' achievements either at school level or at standardized level due to the application of MI-based lessons. In the next chapter, the summary and the conclusion of the research are presented.

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Chapter Six

Summary, Conclusions and Recommendations

6.1. Summary and Conclusions

MIT has emerged recently from brain-based cognitive research, which reveals and documents the extent to which students possess different kinds of minds or different intellectual abilities and as a result learn, remember, understand, perform and apply information in different ways. Brain-based cognitive research shows that learning is considered recognizing brain's codes or keys for a meaningful learning and it is one of teachers' duties to adjust the teaching process according to these codes.

Gardner defines intelligence as a way to process information and solve problems in order to provide or create valuable services or products in ones culture. MIT sought to broaden the scope of human potentials by considering the existence of (at least) eight intelligences, which can be developed and enhanced throughout life. The theory suggests that there are different ways to demonstrate intelligence. These intelligences include V/L, LM, V/S, B/K, M/R, IE, IA and NI intelligence. There is current debate about the existence of other intelligences such as the existentialist or spiritual intelligence. These intelligences are not fixed. They can be enhanced and activated throughout education and through providing opportunities that help learners develop their full potentials. The theory of MI has been found to be a useful construct in many settings especially in education and training. Research has also suggested that the impact of the theory has been significant particularly in English language classrooms.

The review of the literature in this study included various issues: IQ tests and MI descriptions, similarities between MIT and other theories, methods and approaches, current application of MI either in field of education and in the field of teaching English as a foreign language. It has been discussed that several methods and approaches share similarities with MI. For example, an approach like communicative language teaching can develop all intelligences in learners. It is just a matter of how teachers use different ways of teaching methods, techniques and provide various opportunities for students to use their areas of strengths and improve their areas of weaknesses.

Since textbooks are considered tools for teaching English and for developing students' varied intelligences, the researcher has sought to identify the MI profile of EFP from G 1 to G 8 and see if the Palestinian textbooks respond to the MIT. The researcher analyzed each activity in SB and WB in order to identify the percentage of activities that engage each of the eight intelligences.

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In addition to the researcher analysis, a stratified sample of 530 respondents of ELT experts, teachers and supervisors identified the most dominant and the least dominant intelligence profiles of EFP from G 1- G 8 by responding to TEQ (2007) questionnaire which was designed and developed by the researcher. The researcher also investigated the effect of the application of the MIT using EFP G 6 on students' performance in their English language school achievement tests and AMIDEAST standardized tests. Finally, the researcher provided samples of MI-based activities that supplement EFP textbooks.

The use of the term intelligence in relation to textbooks refers to the presence of elements in the textbook activities that help enhance the intelligences in Palestinian English language learners. EFP either the SB or the WB should serve as channels for effectively teaching English as a foreign language and imparting certain kinds of information, strategies and skills that students need in real life situations.

The researcher believes that this research is mainly significant because it uses

MIT as both a theory of intelligence and as a framework for evaluating and developing English language textbooks in order to increase language teaching effectiveness and allow learners to become increasingly aware of their own innate abilities in the various intelligence domains. It should also be noted that intelligences have been taken out of context in this study only for the purpose of examining their existence in EFP textbooks and their essential features in order to learn how to use and enhance them effectively. We must always remember to put them back into their specific culturally valued contexts when we are finished with their formal study. We should always remember that persons' intelligences are to be put to work for the benefit of their societies.

Results identified by the researcher and all the subjects (experts, teachers and supervisors) show that EFP textbooks intelligence profiles are mainly composed of five intelligences, V/L, B/K, V/S, IE and L/M. These intelligences were identified with a percentage of approximately 77% of the activities analyzed. They similarly identified three intelligences as less common in EFP: IA, M/R, and NI. These intelligences were addressed in 23% of all activities analyzed in the eight textbooks.

The results of applying the MIT in G 6 reflect higher post-test scores in the AMIDEAST standardized test (Pre-test: M= 35.59 SD= 8.256) (Post-test M= 40.73 SD= 6.174). The results also revealed that despite having no statistically significant difference in the pre and post-test scores in school achievement tests, the relative gain scores suggest that students got higher achievement scores in the second semester (Pre-test: M= 76.45 SD=17.265) (Post-test M= 78.45 SD= 16.393). The results suggest that by addressing students' intelligences and challenging them with various learning resources may lead to greater learning and thus greater achievement either at the standardized level or at school level.

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Modification and supplementation of textbooks activities were suggested due to several reasons: first, textbooks are considered the most important tool for teaching English in Palestinian schools. Second, textbook profiles were basically composed of five intelligences. Third, MI-based teaching and learning can be a method to enhance all intelligences. Fourth, MI-based lessons in English foreign language classrooms could contribute to increasing students' achievement.

Many educators including the researcher who apply the MIT in EFL classroom emphasize that implementing the theory incorporate hard work and patience. Theoretically, applying the theory seems so simple but in fact it is easier said than done. Part of the difficulty lies in teaching the same content but in a different way. MI based lessons are more effective and more rewarding but they take more time. The researcher believes that the theory does not provide quick and easy solutions for the difficulties that English language teachers and learners encounter. Instead, for the researcher, the theory of MI opens up new possibilities, which yield successes with energy, time faithfulness and dedication. To carry out work of high quality, MI should be used as a means rather than an end in itself. The researcher restates that it is illogical to think that by applying the MIT we can reach all learners all the time or we can solve the entire difficulties foreign language teachers encounter. But at least we can reach some or many most of the time and solve part of the challenges and difficulties that English language teachers face.

Finally, reviewing the data, the researcher would like to emphasize that there are a number of points worth our attention. First, MI theory is an important component of English language textbook design and analysis in a performance-based classroom. It respects the student's strengths, interests, and individuality. Second, these findings indicate that EFP textbooks will do a disservice to many students if only V/L, B/K, V/S, IE, and L/M skills are the focus of the curriculum. Other intelligences like IA, M/R, and NI should also be emphasized. Third, Gardner’s work consistently calls for the need to "personalize" instruction in order to develop each individual’s full intellectual potential. Gardner also emphasizes the importance of using alternative ways of evaluation and assessment. From the data, it can be concluded that the most important findings in this study illustrate the necessity to use a variety of activities and methods of foreign language acquisition in order to address each of the eight intelligences. The first key element is practice using different techniques and methods that address the eight different intelligences. Students are to be provided with repeated opportunities to express themselves in a variety of spoken and written forms. The second key element is to practice using alternative ways of evaluation and assessment other than school tests and standardized tests. In primary grades using multiple measures, such as observation techniques, portfolios, process folios, projects, and many others may help teachers get true picture of what students know or have accomplished.

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6.2. Recommendations

In the light of the results and conclusions of the present study, the following recommendations for English language teachers, supervisors, Curriculum Development Center and Curriculum Leaders, the Ministry of Education, parents and recommendations for further research are suggested

6.2.1. Recommendations for English Language Teachers

1. Since English language learning is important both as a way in which learners develop their thinking and understanding and as a means for sharing thoughts with others, English language teachers are recommended to use and engage MI-based activities in their daily teaching so as to add variety and change to their teaching methods in order to address the individual differences they incorporate inside their language classrooms.

2. English language teachers are recommended to encourage high academic

achievement of all students through interdisciplinary, relevant learning that builds on problem-solving and in-depth understanding of content. Students must be provided with opportunities to learn how to interact with one another in a positive, collaborative manner, but at the same time they must have experiences that allow them to reflect and self assess and process independently in order to develop their metacognitive skills which enhance the IA intelligence.

3. Teachers are recommended to always ask themselves if English language

textbooks provide opportunities to enhance the four language skills (listening, speaking, reading, and writing) through enhancing all the intelligences. Questions such as: Does the textbook include numbers, calculations, critical thinking activities, higher order thinking questions, riddles, diagrams, charts? Does the textbook include pictures, diagrams, graphs, and art? Does the textbook include activities that involve movement, music, chants, and rhythms? Does the textbook include activities that involve pair and group work? Does the textbook provide activities that require learners to reflect on their own learning or to think about their own thinking? Does the textbook provide activities that address natural or environmental issues?

4. Grades are not the only tools for students' evaluation. Alternative and on-going

assessment can be used to provide feedback about students' progress (portfolios, projects, authentic tasks: plan a trip, create a magazine/ a story, draw, write lyrics for a song, illustrate a story, design a bulletin board, write a persuasive article, etc). In other words, intelligence-fair assessment is highly recommended.

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5. Since designing lessons based on the theory of MI requires a lot of effort and time, the researcher would like to encourage those who work in the fields to create teacher unions that have the responsibility for the production of resources to either supplement, support or expand the curriculum (Bascia, 2004; Al-Qattan Center, 1998; are samples of professional development learning communities).

6. Teachers are recommended to encourage students read a large number of

stories, tell jokes, solve riddles, read literary passages, sing and create songs, poems, tongue twisters, design and conduct experiments, create bulletin boards, practice the process of creating shortened versions of texts through summarizing, paraphrasing and retelling, go field trips and do art works.

6.2.2. Recommendations for Supervisors 1. Supervisors are recommended to construct MI-based training programs that act

as a remedy to the students' shortcomings or deficiencies in the different language skills by training teachers in how to present their lessons in a variety of ways.

2. For restructuring EFP textbooks, supervisors are recommended to cooperate

with teachers to design lessons and units with instructional strategies that promote a variety of intelligences not only the verbal linguistic. The same material can be designed in different ways so as to address students' strengths and reduce their weaknesses.

6.2.3. Recommendations for Curriculum Development Center and

Curriculum Leaders

1. Theory and practice provide useful information in designing English language curriculum. English language curriculum leaders should consider learning theories, multiple intelligences, learning styles, and learners' unique ways of processing information, brain research and inquiry-based learning, blended means of delivery and presentation, and alternative assessment when setting their standards and lesson plans for teachers.

2. Curriculum leaders are advised to train teachers in integrating English

language learning with other subjects such as science, mathematics, arts and social studies because content-based language instruction and thematic teaching help students build on their previous learning and relate what they are learning to the larger context of their lives and world.

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6.2.4. Recommendations for the Ministry of Education 1. The Ministry of Education should design training programs in which teachers

can be trained in using MIT and then supported institutionally as they evaluate and rework their English language textbooks.

The Ministry of Education is also recommended to create an English language professional network in which teachers can receive support from colleagues, compare experiences, share materials, employ a multi-modular curricular design which uses the eight intelligences to teach English language, and conduct intelligence fair assessment using meaningful, real-world activities.

6.2.5. Recommendation for Parents:

1. Parental support for all stakeholders would be highly desirable. 2. Parents are to help their children identify their strengths and weaknesses as to

help them improve their learning strategies. 3. Parents are recommended to expose their children to various experiences as to

help them develop skills that they need in real life situations.

6.2.6. Recommendations for further research: 1. In the light of the results of the present study, more studies are suggested in the

area of English language textbook evaluation. Since this study is limited to the analysis of the first eight textbooks, more textbooks could be considered in another study. Comparisons of findings could be considered in order to make generalizations about the MI profile/s of all Palestinian English Language textbooks.

2. Further research is required for the application of the MIT to more classes and to larger number of students including higher grades in order to determine the effect of applying the theory of MI on students' achievements and performance in English language classrooms.

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ملخص الدراسة

لمناهج اللغة اإلنجليزية الفلسطينية ، على ضوء نظرية الذآاءات المتعددة لهوارد دراسة تحليلية تجريبية

.جاردنر

ارات بقيت النظرية التقليدية للذآاء حتى الثمانينات ترى أن الذآاء عبارة عن قدرة معرفية مكتسبة ، تقاس باختبة والرياضية، وقد رآزت . (IQ)محددة للذآاء درات اللغوي ق بالق ي تتعل هذه االختبارات على األنشطة العقلية الت

.وبالتالي آان ذلك على حساب الذآاءات االخرى

أطلق عليها اسم نظرية الذآاءات " أطر العقل "، توصل هوارد جاردنر لنظرية جديدة في آتابه 1983 وفي عام ساني سانية المتعددة ؛ حيث رأى أن الذآاء اإلن ة االن درة للمعرف يس مجرد ق ي ، ول ي حقيق شاط عقل دون . هو ن وب

ا وارد . ادنى شك لقد قدمت هذه النظرية خدمة لكثير من الناس في تطوير مفهوم أن تكون ذآي ة ه ر نظري وتعتبة ا يم اللغ رق تعل ي ط ام ،وف شكل ع ة ب ادين التربي ي مي ع ف ق واس ا تطبي ة ، له ة معرفي اردنر نظري ة إلنجليزيج

. وتدريسها بشكل خاص

ى ضوء امن عل ى الث سطينية من المستوى األول حت ة الفل ة االنجليزي اهج اللغ ويم من ى تق تقوم هذه الدراسة علاهج ) بروفيل( نظرية الذآاءات المتعددة ؛ من اجل تحديد ل . الذآاءات المتعددة لهذه المن اهج من قب ويم المن م تق ت

ة 530ية عددها الباحثة ، ومن قبل عينة طبق ة اإلنجليزي ادة اللغ ين والمشرفين لم . تضم عددا من الخبراء؛ المعلمة ذآاءات اآلتي ة تعكس ال ة االنجليزي اهج اللغ ائج أن من د أظهرت النت ذآاء الجسمي : وق وي، وال ذآاء اللغ وهي ال

ي الرياضي، أم ذآاء المنطق اعي، وال ذآاء االجتم اني، وال صري المك ذآاء الب ي، وال رى الحرآ ذآاءات األخ ا الل ذآاءات أصال . آالذآاء الشخصي، والموسيقي، والطبيعي، فهي موجودة بنسب أق ذه ال ة ان ه د نوهت الباحث وق

اج شطة المنه موجودة في األفراد ، ولكن استخدام مصطلح الذآاء وربطه بالمنهاج يعود الى ظهور عناصر في أنين ي المتعلم ثال . تساعد على تنمية الذآاءات ف ة فم ة االنجليزي اج اللغ شطة ( منه اب األن اب الطالب أو آت سواء آت

ق ي ) المراف شطة الت ذآاءات واألن ع ال وير جمي ال، ولتط شكل فع ة ب ة االنجليزي يم اللغ وات لتعل تح قن يجب أن يف . سيحتاجها الطلبة في مواقف الحياة اليومية

و ةلمتعددة آإطار لتقويم مناهج اللغة اإلنجليزي وتعزي الباحثة أهمية البحث إلى استخدام نظرية الذآاءات ا

.تطويرها آلغة أجنبية ، وآوسيلة لتحسين جودة تعليم اللغة اإلنجليزية

ة قصدية صغيرة عددها ى عين ددة عل ذآاءات المتع ة ال ات 22 آما تقوم هذه الدراسة على تطبيق نظري من طالبى ت ة عل ق النظري ر تطبي ة اث سادس ؛ لمعرف صف ال ستوى ال ى م ة عل ة االنجليزي ادة اللغ ي م ات ف حصيل الطالب

سة ا مؤس وم باإلشراف عليه ا ،وتق ذه عالمي ة ، ومنف ات مقنن ي امتحان ستواهم ف ى تحصيلهم وم ة ، وعل المدرسى . األميديست ات عل ى تحصيل الطالب ة عل ق النظري ة إحصائية لتطبي رذي دالل ى وجود أث ائج إل وقد أشارت النت

رغم من عدم مستوى االمتحانا ت العالمية المقننة ، وحتى على المستوى التحصيلي الدراسي في المدرسة، على الة ق نظري د تطبي اني بع ات في الفصل الث ك الن متوسط عالمات الطالب وجود فروقات ذات داللة إحصائية ؛ وذل

. الذآاءات المتعددة ، آانت أعلى من الفصل األول

ة الح د أوصت الدراس ه فق ة وعلي رة الدراس ة داخل حج شطة التعليمي ع األن ون بتنوي وم المعلم ة أن يق ة بأهمي اليتفادة من تمكن آل طالب من االس للوحدة الدراسية الواحدة، بما يتناسب مع الذآاءات المتعددة لدى الطلبة ؛ لكي ي

شمل تع . النشاط الذي يوافق ذآاءاته اج لي ي مضمون المنه ا أي التوسع ف ة، بم شطة التعليمي واد، واألن ة في الم دديذ . تقابل وتناغم التعددية في القدرات العقلية ي تنفي ستخدم ف ي ت ات واألدوات الت ى توسيع اآللي والمعلمون بحاجة إل

ا يتناسب ماالستراتيجيات الخاصة باللغويات، هذا باإلضافة إلى مسؤولياته ه بم ادة هيكلت اج ، وإع ويم المنه في تق . آاءات المختلفة لدى الطلبةمع الذ

190

د يم بعق ودة التعل سين ج ى تح ائمين عل ل الق شرفين ، وآ يم ، والم ة والتعل ة وزارة التربي ا أوصت الدراس وآمديل أدوار معلمي وهذه الدورات تهدف . دورات تدريبية تعتمد طرق التدريس وفق نظرية الذآاءات المتعددة تع

وب مع اللغة االنجليزية ؛ حيث يقوم ا ذآاء المطل ة ال ة ؛ لتنمي ة الالزم واد التعليمي شطة ، والم لمعلم بالتحضير لألن .مراعاة تدريب المتعلمين على استخدام المواد التعليمية ،وتوجيههم نحو الهدف المنشود

ا، أو إ ة ومعلماته ة االنجليزي ة لمعلمي اللغ شاء شبكة الكتروني ة إن ضا بأهمي شاء وقد أوصت الدراسة أي ى إن ل

واد رات، والم ادل الخب ا بتب اتحاد معلمي اللغة االنجليزية الذي من خاللهم يتمكن معلمو اللغة االنجليزية ومعلماته ... . ، وبعض التجارب الناجحة ، باإلضافة إلى طرق معالجة بعض المشكالت،

اه ة أخرى لمن ة وتطبيقي إجراء دراسات تحليلي ضا ب ى ضوء هذا وقد أوصت الدراسة أي ة عل ة اإلنجليزي ج اللغا ة تعميمه ائج وإمكاني ة النت سنى مقارن ددة ؛ ليت ذآاءات المتع ة ال ائم بحيث يكون و. نظري ويم الق ة نظام التق مراجع

.منصبا على األنواع المختلفة من الذآاءات المتعددة

191

Appendix (1)

Textbook Evaluation Questionnaire Based on the Theory of Multiple Intelligences

(Majida Dajani, 2007) Purposes

First: This questionnaire is designed to evaluate English Language Textbooks “English for Palestine” from Grade One to Grade Eight in order to estimate the proportional distribution of activities/ exercises that cater for the different multiple intelligences within the English language textbooks.

Second: This questionnaire is also designed to help the researcher provide samples as to supplement the intelligences not included in “English for Palestine” textbooks to best enhance all intelligences and benefit all types of learners.

:Instructions

For each question decide whether the activity is included or not. Please if you are not sure you can check "I can’t decide". Yes No Can’t decide

The researcher will be very grateful to all who will offer help so as to accomplish this study.

The Researcher Majida Dajani

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No. First Scale: Verbal Linguistic Intelligence Yes No Can’t

decide 1. The textbook provides students with

listening activities.

2. The textbook provides authentic listening activities (such as listening to CDs, TV, radio, etc.).

3. The textbook provides pronunciation activities.

4. The textbook provides games that develop sentence structure.

5. The textbook provides various speaking activities.

6. The textbook provides role-play activities.

7. The textbook requires students to conduct interviews.

8. The textbook provides stories to accomplish certain tasks.

9. The textbook provides humor or jokes. 10. The textbook provides riddle activities. 11. The textbook provides activities that help

students produce a summary (oral or written).

12. The textbook provides silent reading activities.

13. The textbook provides oral reading activities (reading aloud).

14. The textbook provides a variety of reading activities (such as, group, choral, chain).

15. The content of the textbook contains real-life issues that challenge the reader to think critically.

16. The textbook provides literary passages. 17. Grammar rules are presented in logical

manner and in increasing order of difficulty.

18. The textbook provides the syntactic aspect of the language in a logical manner.

19. The new vocabulary is presented in a variety of ways (e.g. glosses, appositives).

20. The vocabulary items are repeated in subsequent lessons to reinforce their meaning and use.

21. The textbook provides activities related to homonyms, synonyms and antonyms.

22. There are interactive and task-based activities that require students to use new vocabulary communicatively.

23. The textbook includes written activities. 24. The textbook provides word-building games. 25. The textbook provides various writing

activities.

26. The textbook enhances the process of writing.

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No. Second Scale: Logical/ Mathematical

Intelligence Yes No Can’t decide

1. The textbook provides activities that encourage students to do mathematical activities.

2. The textbook provides activities that require students to sequence information.

3. The textbook helps students design and conduct experiments.

4. The textbook provides activities that require students to collect data.

5. The textbook provides activities that require students to investigate and analyze matters scientifically.

6. There are activities that require students to conduct a classroom survey.

7. There are predictions or guessing activities.8. The textbook provides activities that require

computing skills.9. Some activities promote critical thinking.10. The textbook provides activities that require

problem solving.11. There are activities that help students classify

and categorize.12. There are activities that require students to

respond to cause and effect.13. There are matching activities.14. There are word order activities.15. There are sentence order activities.16. There are activities that require students to

make a systematic presentation. 17. The activities that are presented in the

textbook include a wide variety of cognitive skills.

18. Grammar activities are presented inductively.19. Grammar activities are presented deductively.20. There are activities that require students to

describe charts or graphs.21. There are activities that require students to

create charts or graphs.

No. Third Scale: Visual/ Spatial Intelligence Yes No Can’t decide1. Flash cards and posters for "English for

Palestine" are available.2. There are illustrations that add and explain

meanings.3. The textbook includes activities that require

students to respond to pictures, paintings, films, videos, slide shows, etc.

4. The textbook includes activities that require students to paint, draw, do sketches or create any art work.

5. There are activities that require students to solve jigsaw puzzles.

6. There are activities that require students to solve mazes or other spatial tasks.

7. The textbook includes activities that require students to create a poster.

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8. There are activities that encourage students to decorate bulletin boards.

9. There are activities that encourage students to arrange learning corners.

10. The textbook encourages students to write descriptive paragraphs.

11. There are activities that require students to use or respond to multi-media (such as CD-ROMS, DVDs, video films, etc).

12. There are activities that help students mind map, use diagrams and interpret them.

13. The textbook includes many graphic organizers or visual organizers.

No. Fourth Scale: Bodily Kinesthetic

IntelligenceYes No Can’t decide

1. The textbook includes activities that require students to respond and express themselves physically.

2. The textbook provides students with activities that require them to act out (an event for example).

3. The textbook provides activities that require students to mime an event.

4. The textbook provides games that require physical action/s.

5. The textbook provides various kinds of manipulative activities to solve problems or to learn.

6. The textbook provides total physical response (TPR) and hands-on activities.

7. The textbook provides role-play activities.8. The textbook provides activities for

performing skits, drama or characterization.9. The textbook provides activities to be done

outside the classroom (visits, field trip).10. The textbook provides body language

activities.

No. Fifth Scale: Musical Intelligence Yes No Can’t decide1. The textbook includes activities that help

students express themselves through music and/or rhythm.

2. The textbook helps students listen to a variety of recordings.

3. The textbook helps students be sensitive to rhythm, tone, pitch, melody, poetry. (Phonetics and pronunciation activities).

4. The textbook helps students create their own songs, jingles.

5. The textbook provides activities that require students to create songs for skits and plays.

6. The textbook provides activities that require students to summarize concepts or ideas from songs or poems.

7. The textbook includes musical cloze activities.8. The textbook encourages students to write and

perform their own songs.9. The textbook taps out poetic rhythms.

195

No. Sixth Scale: Interpersonal Intelligence Yes No Can’t decide1. The textbook includes pair work

communicative activities.2. The textbook includes group work

communicative activities.3. The textbook provides activities that require

students to act out dialogues.4. The textbook enhances the use of interactive

software programs.5. The textbook enhances peer tutoring.6. The textbook includes activities that help

students discuss, perceive, interpret and understand each other's intentions.

7. The textbook includes debates, and panels, and plays activities.

8. The textbook includes activities for peer editing, (giving and receiving feedback).

9. The textbook includes group work brain storming activities.

10. The textbook includes activities that help students respond to non-verbal language (facial expression/body language).

11. The textbook provides group-writing projects.

No. Seventh Scale: Intrapersonal Intelligence Yes No Can’t decide 1. The textbook includes activities that help

students reflect on their work independently.2. The textbook enhances self assessment.3. The textbook promotes thinking strategies.4. The textbook includes imaginative activities.5. The textbook includes activities for journal

writing.6. The textbook includes activities for

independent readings.7. The textbook provides activities for reflection

time for students.8. There are activities that help students

understand their inner world of emotions, thoughts, etc.

No. Eighth Scale: Naturalist Intelligence Yes No Can’t

decide1. The textbook includes activities that help

students understand the natural world of plants and animals.

2. The textbook includes activities that help students categorize and classify objects, elements, etc.

3. The textbook includes activities that require collecting objects, studying and grouping them.

4. There are activities that help the learners know about the world and know how it works.

5. There are activities that help students discriminate between human artifacts (car, clothes).

6. The textbook provides activities to be done

196

outside the classroom (zoo visits, museum visits, nature walks, and field trips).

7. The textbook includes activities that require students to perform experiments.

8. The textbook includes activities that require students to use objects from the natural world.

9. There are activities that help students question natural events.

10. There are activities that ask students to describe changes in the local environment.

197

Appendix (2)

The Activity Chart as Criteria for Identifying the Multiple Intelligences Profile for "English for Palestine"

Learning Activities Could Be Intelligence

Listening (to tapes, CDs, talking books, TV, others), speaking (formal/ informal), doing verbal presentation to others, making conversations, dialogues, discussions, dramatizing, conducting an interview, telling stories, playing with puns, jokes, riddles, humor, debates, using stories to explain or conduct a debate, playing oral-word-games, playing roles, communicating and interpreting knowledge and information through language, communicating on-line (E-friends), (E-pals), talking about one's opinions or ideas reading (silent , oral, and group/choral/chain reading for comprehension), reading instructions, reading for pleasure and entertainment, manipulation of meaning (semantics: homonyms, homophones, synonyms, antonyms and the like), structure and grammar (syntax), sound (phonology, i.e. pronunciation, and the pragmatic uses of words (i.e language appropriateness), building new words, playing with sounds in language (e.g tongue twister), working on a dictionary (dictionary work), practicing mechanical writing, informational writing, personal writing, imaginative writing, doing written exercises, building words, taking-notes, writing a poem, a myth, a legend, a short play, creating a talk a show, journal writing, writing stories, writing scripts, word games and cross words, solving word puzzles, producing summaries, using mnemonics to remember facts, dictation, publishing and creating class newspapers, writing an evaluation and reflection worksheet.

Verbal Linguistic: Word Smart

Related to words and language. This intelligence is used in listening, speaking, reading and writing.

Working with numbers, translating into a mathematical formula, designing and conducting an experiment, showing relationship, making up syllogism to demonstrate (logical deductions about a topic, making up analogies to explain, analyzing

Mathematical/ Logical: Logic Smart

Deals with inductive and deductive reasoning, numbers, and

198

logical problems, investigating matters scientifically, calculating mathematical operations, counting, solving different kinds of problems, solving different kinds of puzzles, having computing skills, classifying and categorizing, responding to cause and effect activities, sequencing (information, others), making systematic presentation, matching and filling gap activities, ordering words/ sentences activities, thinking critically (solving riddles or puzzles, giving opinions), collecting data, surveying, predicting, guessing, recognizing grammar relationships, using money, exchanging money, using geometry, making a list, playing chess, checkers, monopoly, creating charts and graphs, changing from linear to non-linear, working with grammatical issues.

relationships. It involves the ability to recognize patterns, to work with geometric shapes and to make connections between pieces of information.

Using flash cards, charts, flow charts, map, cluster, or graph, grid, diagram, creating a slide show, videotaping, or making photo album, showing slide, showing computer slide (power point), creating a piece of art, (including stories, poems, etc.), drawing, painting, doing sketch, sculpting, using illustrations, watching films, visualizing perception of environment, creating images, making posters, building and creating models, looking at pictures, responding to pictures or paintings, sharpening observation skills (e.g spotting the differences) solving jigsaw puzzles, solving mazes and other spatial tasks, playing chess, using CD-ROMs, DVD, video film, TV, reading maps and interpreting directions, doing multi-media projects, using graphic organizers, visual organizers, concept mapping, mind-mapping, clustering, highlighting with color, writing descriptive passages, arranging and decorating environment, encouraging students to decorate bulletin boards and arranging learning corners, (e. g. English reading corner) to achieve the effect of peripheral learning, optical illusion, telescope, microscopes, demonstrating origami (paper folding), playing computer simulation games and video games, giving directions, designing, (nonverbal

Visual/ Spatial: Picture Smart

Related to visualizing an object and to create mental images. It deals with visual arts, navigation, architecture and certain games like chess.

199

communication) (card games) Understanding and expressing oneself through music and rhythmic, composing, conducting music, listening to a variety of recordings (nursery rhymes, jingles, songs, poems), singing, dancing, playing instruments, clapping, being sensitive to rhythm, tone, pitch, melody, poetry, creating songs or jingles to summarize concepts or ideas, responding to musical cloze activities, creating music for skits and plays, singing and humming, remembering melodies and rhythms, writing and performing their own songs, tapping out poetic rhythms, appreciating music

Musical: Music Smart Includes the ability to recognize tonal patterns, rhythm and beat. It includes sensitivity to environmental sounds, the human voice and musical instruments.

Physical coordination and dexterity, expressing oneself through physical activities, dancing, playing games, using various kinds of manipulative to solve problems or to learn, using body to solve problems, arranging and doing TPR and hands-on activities, role-playing, drama, simulations, performing skits or characters to show understanding of topic of study, acting out an event, miming, arranging field-trip (trips to gain firsthand knowledge away from the classroom), playing games, building a model, doing craft work, being tactile, constructing floor plans, brain gym, body language, creative movement, classroom aerobics, miming, cooking, sewing, building models, using body to express something (body language/ facial expression).

Bodily-Kinesthetic: Body SmartRelated to physical movement and the knowledge of the body and how it functions. It includes the ability to use the body to express emotions, to play a game and to interpret and evoke effective body language.

Communicating and understanding other people, sharing, performing person to person communication, working in group, working in pairs, acting dialogues, working collaboratively, solving problems in teams, peer teaching, discussing, perceiving, interpreting and understanding the intentions, desires, moods and motivations of others, sensitivity to non-verbal language (body language, facial expressions and other cues), plays, debates, panels, peer editing, giving and receiving feedback, drama and role-play, group brainstorming, group project, group writing project, dramatizing, acting, playing roles.

Interpersonal: People SmartUsed in person to person relationships. It includes the ability to communicate with others and to have empathy for their feelings and beliefs.

Understanding one's inner world of emotion and thoughts, motivations, fears, desires,

Intrapersonal: Self Smart

200

intentions, recognizing self weaknesses and strengths, controlling emotions and working with emotions consciously, set their own goals, self assessing, using thinking strategies, using focus concentration skills, responding to imaginative activities, sparing reflection time, mediation exercises, journals memoirs, diaries, monitoring own skills, making a personal collage, researching and online activities, independent reading, independent projects, reflecting analytically, responding to inventories and checklists, self-study

Based on knowledge of the self. It includes meta-cognition (thinking about thinking), emotional responses, self-reflection and awareness of metaphysical concepts.

Understanding the natural world of plants and animals, keen observation and the ability to categorize and classify, collecting objects, studying them and grouping them, being aware of one's environment, knowing about the world and how it works, showing concern for the natural environment, being able to discriminate between human artifacts (car, clothes, etc), class pet, zoo visits, nature walk, visiting museum, field trips, senses to nature's sounds, tastes, touches, sights, a hands-on labs-performing experiments or activities that use objects from the natural world, questioning and wondering about natural events, describing changes in local environment.

Naturalist : Nature SmartRelated to the recognition and classification of species. The ability to discriminate between human artifacts (cars, clothes, etc).

201

Appendix (3: A): Book One

202

Appendix (3: B) Book One

203

Appendix (3: C): Book One

68

204

Appendix (4: A): Book Two

205

Appendix (4: B): Book Two

206

Appendix (4: C): Book Two

207

Appendix (5: A): Book Three

208

Appendix (5: B): Book Three

210

Appendix (6: A): Book Four

211

Appendix (6: B): Book Four

212

Appendix (6: C): Book Four

213

Appendix (7: A): Book Five

214

Appendix (7: B): Book Five

215

Appendix (7: C): Book Five

216

Appendix (8: A): Book Six

217

Appendix (8: B): Book Six

218

Appendix (8: C): Book Six

219

Appendix (9: A): Book Seven

220

Appendix (9: B): Book Seven

221

Appendix (9: C): Book Seven

222

Appendix (9: D): Book Seven

223

Appendix (10: A): Book Eight

224

Appendix(10: B): Book Eight

225

Appendix (10: C): Book Eight

226

Appendix (11) Class: First Grade Experts' Evaluation

No. First Scale: Verbal Linguistic Intelligence Yes No Can’t decide Means Standard Deviation

1. The textbook provides students with listening activities.

100.00% 1.00


100.00% 2.00

3. The textbook provides pronunciation activities. 100.00% 1.00 4. The textbook provides games that develop

sentence structure. 100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 2.00

9. The textbook provides humor or jokes. 100.00% 2.00 10. The textbook provides riddle activities. 100.00% 2.00 11. The textbook provides activities that help

students produce a summary (oral or written). 100.00% 2.00

12. The textbook provides silent reading activities. 100.00% 2.00 13. The textbook provides oral reading activities

(reading aloud). 100.00% 2.00


100.00% 1.00


100.00% 2.00

16. The textbook provides literary passages. 100.00% 2.00 17. Grammar rules are presented in logical manner

and in increasing order of difficulty. 100.00% 2.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00 2.00


100.00% 1.00

23. The textbook includes written activities. 100.00% 1.00 24. The textbook provides word-building games. 100.00% 1.00 25. The textbook provides various writing activities. 100.00% 1.00 26. The textbook enhances the process of writing. 100.00% 1.00


Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook provides activities that encourage

students to do mathematical activities. 100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

6. There are activities that require students to conduct 100.00% 2.00

227

a classroom survey. 7. There are predictions or guessing activities. 100.00% 1.00 8. The textbook provides activities that require

computing skills. 100.00% 2.00

9. Some activities promote critical thinking. 100.00% 2.00 10. The textbook provides activities that require

problem solving. 100.00% 2.00

11. There are activities that help students classify and categorize.

100.00% 2.00

12. There are activities that require students to respond to cause and effect.

100.00% 2.00

13. There are matching activities. 100.00% 1.00 14. There are word order activities. 100.00% 1.00 15. There are sentence order activities. 100.00% 1.00 16. There are activities that require students to make a

systematic presentation. 100.00% 2.00

17. The activities that are presented in the textbook include a wide variety of cognitive skills.

100.00% 2.00

18. Grammar activities are presented inductively. 100.00% 2.00 19. Grammar activities are presented deductively. 100.00% 2.00 20. There are activities that require students to describe

charts or graphs. 100.00% 2.00

21. There are activities that require students to create charts or graphs.

100.00% 2.00

No. Third Scale: Visual/ Spatial Intelligence Yes No Can’t decide Means Standard

Deviation 1. Flash cards and posters for "English for Palestine"

are available. 100.00% 1.00

2. There are illustrations that add and explain meanings.

100.00% 1.00

3. The textbook includes activities that require students to respond to pictures, paintings, films, videos, slide shows, etc.

100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

No. Fourth Scale: Bodily Kinesthetic Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook includes activities that require students

to respond and express themselves physically. 100.00% 1.00


100.00% 1.00


100.00% 1.00

4. The textbook provides games that require physical 100.00% 1.00

228

action/s. 5. The textbook provides various kinds of

manipulative activities to solve problems or to learn. 100.00% 1.00


100.00% 1.00

7. The textbook provides role-play activities. 100.00% 1.00 8. The textbook provides activities for performing

skits, drama or characterization. 100.00% 2.00

9. The textbook provides activities to be done outside the classroom (visits, field trip).

100.00% 2.00

10. The textbook provides body language activities. 100.00% 1.00

No. Fifth Scale: Musical Intelligence Yes No Can’t decide Means Standard Deviation

1. The textbook includes activities that help students express themselves through music and/or rhythm.

100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

7. The textbook includes musical cloze activities. 100.00% 2.00 8.

The textbook encourages students to write and perform their own songs.

100.00% 2.00

9. The textbook taps out poetic rhythms. 100.00% 2.00

No. Sixth Scale: Interpersonal Intelligence Yes No Can’t decide Means Standard Deviation

1. The textbook includes pair work communicative activities.

100.00% 1.00

2. The textbook includes group work communicative activities.

100.00% 1.00

3. The textbook provides activities that require students to act out dialogues.

100.00% 1.00

4. The textbook enhances the use of interactive software programs.

100.00% 2.00

5. The textbook enhances peer tutoring. 100.00% 2.00 6. The textbook includes activities that help students

discuss, perceive, interpret and understand each other's intentions.

100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 1.00

11. The textbook provides group-writing projects. 100.00% 2.00

No. Seventh Scale: Intrapersonal Intelligence Yes No Can’t decide Means Standard Deviation

1. The textbook includes activities that help students reflect on their work independently.

100.00% 1.00

2. The textbook enhances self assessment. 100.00% 1.00 3. The textbook promotes thinking strategies. 100.00% 2.00 4. The textbook includes imaginative activities. 100.00% 1.00

229

5. The textbook includes activities for journal writing. 100.00% 2.00 6. The textbook includes activities for independent

readings. 100.00% 2.00

7. The textbook provides activities for reflection time for students.

100.00% 1.00

8. There are activities that help students understand their inner world of emotions, thoughts, etc.

100.00% 2.00

No. Eighth Scale: Naturalist Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook includes activities that help students

understand the natural world of plants and animals. 100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

6. The textbook provides activities to be done outside the classroom (zoo visits, museum visits, nature walks, and field trips).

100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

10. Th4ere are activities that ask students to describe changes in the local environment.

100.00% 2.00

No. All Scales Yes No Can’t decide Means Standard

Deviation 1. Verbal/ Linguistic Intelligence 1.46 2. Logical/ Mathematical Intelligence 1.71 3. Visual/ Spatial Intelligence 1.62 4. Bodily/ kinesthetic Intelligence 1.20 5. Musical Intelligence 1.78 6. Interpersonal Intelligence 1.64 7. Intrapersonal Intelligence 1.33 8. Naturalist Intelligence 2.00

All Points 1.79 Class: First Grade Teacher’s Evaluation



92.20% 0% 7.80% 2.84 0.543


33.30% 58.80% 7.80% 2.25 0.595

3. The textbook provides pronunciation activities. 87.50% 4.20% 8.30% 2.79 0.582 4.. The textbook provides games that develop sentence

structure. 78.00% 14.00% 8.00% 2.70 0.614

5. The textbook provides various speaking activities. 80.00% 16.00% 4.00% 2.76 0.517 6. The textbook provides role-play activities.

90.20% 2.00% 7.80% 2.82 0.555


39.20% 52.90% 7.80% 2.31 0.616


41.20% 52.90% 5.90% 2.35 0.594

9. The textbook provides humor or jokes. 26.00% 58.00% 16.00% 2.10 0.647 10. The textbook provides riddle activities. 50.00% 44.00% 6.00% 2.44 0.611 11. The textbook provides activities that help students 41.20% 52.90% 5.90% 2.35 0.594

230

produce a summary (oral or written). 12. The textbook provides silent reading activities. 47.10% 52.90% 0% 2.47 0.504 13. The textbook provides oral reading activities

(reading aloud). 92.20% 0% 7.80% 2.84 0.543


72.50% 17.60% 9.80% 2.63 0.662


49.00% 37.30% 13.70% 2.35 0.716

16. The textbook provides literary passages. 33.30% 58.80% 7.80% 2.25 0.595 17. Grammar rules are presented in logical manner and

in increasing order of difficulty. 60.00% 18.00% 22.00% 2.38 0.830


58.80% 7.80% 33.30% 2.25 0.935


48.00% 16.00% 36.00% 2.12 0.918


88.20% 3.90% 7.80% 2.80 0.566


44.00% 34.00% 22.00% 2.22 0.790


76.50% 9.80% 13.70% 2.63 0.720

23. The textbook includes written activities. 94.00% 6.00% 0% 2.94 0.240 24. The textbook provides word-building games. 75.50% 14.30% 10.20% 2.65 0.663 25. The textbook provides various writing activities 88.00% 8.00% 4.00% 2.84 0.468 26. The textbook enhances the process of writing 86.00% 8.00% 6.00% 2.80 0.535




students to do mathematical activities. 62.00 20.00% 18.00% 2.44 0.787


61.20% 28.60% 10.20% 2.51 0.681


24.00% 64.00% 12.00% 2.12 0.594


44.90% 46.90% 8.20% 2.37 0.636


29.20% 60.40% 10.40% 2.19 0.607


46.00% 36.00% 18.00% 2.28 0.757

7. There are predictions or guessing activities. 80.00% 16.00% 4.00% 2.76 0.517 8. The textbook provides activities that require

computing skills. 26.50% 57.10% 16.30% 2.10 0.653

9. Some activities promote critical thinking. 24.00% 48.00% 28.00% 1.96 0.727 10. The textbook provides activities that require

problem solving. 26.00% 50.00% 24.00% 2.02 0.714


55.10% 32.70% 12.20% 2.43 0.707


36.70% 51.00% 12.20% 2.24 0.662

13. There are matching activities. 80.00% 4.00% 16.00% 2.64 0.749 14. There are word order activities. 83.70% 8.20% 8.20% 2.76 0.596 15. There are sentence order activities. 81.60% 16.30% 2.00% 2.80 0.456 16. There are activities that require students to make a

systematic presentation. 25.00% 54.20% 20.80% 2.04 0.683


61.70% 34.00% 4.30% 2.57 0.580

18. Grammar activities are presented inductively. 45.10% 19.60% 35.30% 2.10 0.900 19. Grammar activities are presented deductively. 26.50% 36.70% 36.70% 1.90 0.797 20. There are activities that require students to describe

charts or graphs. 60.80% 52.50% 13.70% 2.47 0.731


37.30% 43.10% 19.60% 2.18 0.740

231


Deviation 1. Flash cards and posters for "English for Palestine"

are available. 76.50% 9.80% 13.70% 2.63 0.720


84.30% 3.90% 11.80% 2.73 0.666


74.50% 9.80% 15.70% 2.59 0.753


78.40% 9.80% 11.80% 2.67 0.683


51.00% 41.20% 7.80% 2.43 0.640


56.00% 18.00% 26.00% 2.30 0.863


38.00% 48.00% 14.00% 2.24 0.687


41.20% 49.00% 9.80% 2.31 0.648


41.20% 43.10% 15.70% 2.25 0.717


51.00% 45.10% 3.90% 2.47 0.578


18.00% 60.00% 22.00% 1.96 0.638


47.10% 35.30% 17.60% 2.29 0.756


64.00% 18.00% 18.00% 2.46 0.788


Deviation 1. The textbook includes activities that require

students to respond and express themselves physically.

86.30% 0% 13.70% 2.73 0.695


90.20% 0% 9.80% 2.80 0.601


86.30% 3.90% 9.80% 2.76 0.619


78.00% 10.00% 12.00% 2.66 0.688


37.30% 43.10% 19.60% 2.18 0.740


66.00% 8.00% 26.00% 2.40 0.881

7. The textbook provides role-play activities. 94.00% 4.00% 2.00% 2.92 0.340 8. The textbook provides activities for performing

skits, drama or characterization. 60.80% 27.50% 11.80% 2.49 0.703


25.50% 49.00% 25.50% 2.00 0.721

10. The textbook provides body language activities. 92.00% 4.00% 4.00% 2.88 0.435



74.50% 9.80% 15.70% 2.59 0.753


54.90% 27.50% 17.60% 2.37 0.774

3. The textbook helps students be sensitive to rhythm, tone, pitch, melody, poetry. (Phonetics and pronunciation activities)

78.40% 9.80% 11.80% 2.67 0.683

4. The textbook helps students create their own songs, 26.00% 62.00% 12.00% 2.14 0.606

232

jingles. 5. The textbook provides activities that require

students to create songs for skits and plays. 23.50% 62.70% 13.70% 2.10 0.608


36.00% 58.00% 6.00% 2.30 0.580

7. The textbook includes musical cloze activities. 31.40% 47.10% 21.60% 2.10 0.728 8. The textbook encourages students to write and

perform their own songs. 22.40% 63.30% 14.30% 2.08 0.607

9. The textbook taps out poetic rhythms. 50.00% 32.00% 18.00% 2.32 0.768



90.20% 2.00% 7.80% 2.82 0.555


90.20% 2.00% 7.80% 2.82 0.555


92.00% 0% 8.00% 2.84 0.548


32.00% 56.00% 12.00% 2.20 0.639

5. The textbook enhances peer tutoring. 34.00% 36.00% 30.00% 2.04 0.807 6. The textbook includes activities that help students

discuss, perceive, interpret and understand each other's intentions.

56.00% 34.00% 10.00% 2.46 0.676


40.00% 38.00% 22.00% 2.18 0.774


45.10% 45.10% 9.80% 2.35 0.658


58.80% 31.40% 9.80% 2.49 0.674


73.50% 16.30% 10.20% 2.63 0.668

11. The textbook provides group-writing projects. 31.30% 58.30% 10.40% 2.21 0.617



88.20% 7.80% 3.90% 2.84 0.464

2. The textbook enhances self assessment. 58.00% 34.00% 8.00% 2.50 0.647 3. The textbook promotes thinking strategies. 42.90% 49.00% 8.20% 2.35 0.631 4. The textbook includes imaginative activities. 41.20% 47.10% 11.80% 2.29 0.672 5. The textbook includes activities for journal writing. 16.00% 46.00% 20.00% 1.96 0.605 6. The textbook includes activities for independent

readings. 32.70% 57.10% 10.20% 2.22 0.621


47.90% 37.50% 14.60% 2.33 0.724


37.00% 45.70% 17.40% 2.20 0.719



understand the natural world of plants and animals. 56.00% 38.00% 6.00% 2.50 0.614


59.20% 24.50% 16.30% 2.43 0.764


44.00% 46.00% 10.00% 2.34 0.658


46.00% 54.00% 0% 2.46 0.503


78.00% 8.00% 14.00% 2.64 0.722

6. The textbook provides activities to be done outside the classroom (zoo visits, museum visits, nature

30.00% 52.00% 18.00% 2.12 0.689

233

walks, and field trips). 7. The textbook includes activities that require students

to perform experiments. 26.00% 62.00% 12.00% 2.14 0.606


46.00% 48.00% 6.00% 2.40 0.606


38.80% 57.10% 4.10% 2.35 0.561


30.60% 61.20% 8.20% 2.22 0.587


Deviation 1. Verbal/ Linguistic Intelligence 2.54 0.266 2. Logical/ Mathematical Intelligence 2.33 0.307 3. Visual/ Spatial Intelligence 2.43 0.364 4. Bodily/ kinesthetic Intelligence 2.59 0.348 5. Musical Intelligence 2.30 0.335 6. Interpersonal Intelligence 2.46 0.305 7. Intrapersonal Intelligence 2.05 0.331 8. Naturalist Intelligence 2.37 0.347 All Points 2.65 0.258

Class: First Grade Supervisors’ Evaluation



58.30% 0% 41.70% 2.17 1.030


8.30% 75.00% 16.70% 1.92 0.515

3. The textbook provides pronunciation activities. 63.60% 0% 36.40% 2.27 1.009 4. The textbook provides games that develop

sentence structure. 58.30% 25.00% 16.70% 2.42 0.793


66.70% 0% 33.30% 2.33 0.985


66.70% 0% 33.30% 2.33 0.985


41.70% 33.30% 25.00% 2.17 0.835


50.00% 41.70% 8.30% 2.42 0.669

9. The textbook provides humor or jokes. 41.70% 50.00% 8.30% 2.33 0.651 10. The textbook provides riddle activities. 33.30% 50.00% 16.70% 2.17 0.718 11. The textbook provides activities that help

students produce a summary (oral or written). 50.00% 41.70% 8.30% 2.42 0.669

12. The textbook provides silent reading activities. 41.70% 41.70% 16.70% 2.25 0.754 13. The textbook provides oral reading activities

(reading aloud). 58.30% 0% 41.70% 2.17 1.030


75.00% 8.30% 16.70% 2.58 0.793


50.00% 33.30% 16.70% 2.33 0.778

16. The textbook provides literary passages. 41.70% 50.00% 8.30% 2.33 0.651 17. Grammar rules are presented in logical manner

and in increasing order of difficulty. 58.30% 8.30% 33.30% 2.25 0.965


54.50% 9.10% 36.40% 2.18 0.982


58.30% 0% 41.70% 2.17 1.030


58.30% 8.30% 33.30% 2.25 0.965

21. The textbook provides activities related to 41.70% 41.70% 16.70% 2.25 0.754

234

homonyms, synonyms and antonyms. 22. There are interactive and task-based activities

that require students to use new vocabulary communicatively.

58.30% 8.30% 33.30% 2.25 0.965

23. The textbook includes written activities. 66.70% 8.30% 25.00% 2.42 0.900 24. The textbook provides word-building games. 58.30% 25.00% 16.70% 2.42 0.793 25. The textbook provides various writing

activities 66.70% 8.30% 25.00% 2.42 0.900

26. The textbook enhances the process of writing 58.30% 16.70% 25.00% 2.33 0.888

No. Second Scale: Logical/ Mathematical Intelligence

Yes No Can’t decide Means Standard Deviation


33.30% 25.00% 41.70% 1.92 0.900


33.30% 50.00% 16.70% 2.17 0.718


41.70% 50.00% 8.30% 2.33 0.651


50.00% 16.70% 33.30% 2.17 0.937


33.30% 66.70% %0 2.33 0.492


58.30% 25.00% 16.70% 2.42 0.793




problem solving. 33.30% 58.30% 8.30% 2.25 0.622


50.00% 41.70% 8.30% 2.42 0.669


50.00% 50.00% %0 2.50 0.522

13. There are matching activities. 58.30% %0 41.70% 2.17 1.030 14. There are word order activities. 45.50% 36.40% 18.20% 2.27 0.786 15. There are sentence order activities. 41.70% 50.00% 8.30% 2.33 0.651 16. There are activities that require students to

make a systematic presentation. 33.30% 58.30% 8.30% 2.25 0.622


33.30% 41.70% 25.00% 2.08 0.793

18. Grammar activities are presented inductively. 41.70% 41.70% 16.70% 2.25 0.754 19. Grammar activities are presented deductively. 41.70% 25.00% 33.30% 2.08 0.900 20. There are activities that require students to

describe charts or graphs. 50.00% 41.70% 8.30% 2.42 0.669


30.00% 50.00% 20.00% 2.10 0.738

No. Third Scale: Visual/ Spatial Intelligence Yes No Can’t decide Means Standard Deviation

1. Flash cards and posters for "English for Palestine" are available.

58.30% 0% 41.70% 2.17 1.030


58.30% 16.70% 25.00% 2.33 0.888


66.70% 0% 33.30% 2.33 0.985


63.60% 9.10% 27.30% 2.36 0.924


41.70% 50.00% 8.30% 2.33 0.651


58.30% 41.70% %0 2.58 0.515

7. The textbook includes activities that require 58.30% 16.70% 25.00% 2.33 0.888

235

students to create a poster. 8. There are activities that encourage students to

decorate bulletin boards. 50.00% 33.30% 16.70% 2.33 0.778


58.30% 41.70% %0 2.58 0.515


58.30% 33.30% 8.30% 2.50 0.674


25.00% 75.00% %0 2.25 0.452


50.00% 16.70% 33.30% 2.17 0.937


41.70% 50.00% 8.30% 2.33 0.651





54.50% 9.10% 36.40% 2.18 0.982


45.50% 36.40% 18.20% 2.27 0.786


54.50% 27.30% 18.20% 2.36 0.809


54.50% 0% 45.50% 2.09 1.044


70.00% 10.00% 20.00% 2.50 0.850


63.60% 0% 36.40% 2.27 1.009

7. The textbook provides role-play activities. 54.50% 0% 45.50% 2.09 1.044 8. The textbook provides activities for performing

skits, drama or characterization. 54.50% 45.50% 0% 2.55 0.522


18.20% 81.80% 0% 2.18 0.405

10. The textbook provides body language activities. 63.60% 0% 36.40% 2.27 1.009



54.50% 27.30% 18.20% 2.36 0.809


45.50% 18.20% 36.40% 2.09 0.944


63.60% 9.10% 27.30% 2.36 0.924


18.20% 45.50% 36.40% 1.82 0.751


18.20% 81.80% 0% 2.18 0.405


36.40% 54.50% 9.10% 2.27 0.647

7. The textbook includes musical cloze activities. 54.50% 45.50% 0% 2.55 0.522 8. The textbook encourages students to write and





58.30% 0% 41.70% 2.17 1.030

236


63.60% 0% 36.40% 2.27 1.009


58.30% 0% 41.70% 2.17 1.030


8.30% 75.00% 16.70% 1.92 0.515

5. The textbook enhances peer tutoring. 63.60% 36.40% %0 2.64 0.505 6. The textbook includes activities that help


50.00% 25.00% 25.00% 2.25 0.866


45.50% 54.50% %0 2.45 0.522


50.00% 41.70% 8.30% 2.42 0.669


58.30% 25.00% 16.70% 2.42 0.793


66.70% 8.30% 25.00% 2.42 0.900



1. The textbook includes activities that help students reflect on their work independently

58.30% 0% 41.70% 2.17 1.030

2. The textbook enhances self assessment. 50.00% 16.70% 33.30% 2.17 0.937 3. The textbook promotes thinking strategies. 50.00% 41.70% 8.30% 2.42 0.669 4. The textbook includes imaginative activities. 33.30% 66.70% 0% 2.33 0.492 5. The textbook includes activities for journal

writing. 25.00% 75.00% 0% 2.25 0.452

6. The textbook includes activities for independent readings.

41.70% 41.70% 16.70% 2.25 0.754


66.70% 25.00% 8.30% 2.58 0.669


41.70% 25.00% 33.30% 2.08 0.900


Deviation 1. The textbook includes activities that help


41.70% 41.70% 16.70% 2.25 0.754


50.00% 33.30% 16.70% 2.33 0.778


50.00% 41.70% 8.30% 2.42 0.669


50.00% 41.70% 8.30% 2.42 0.669

5. There are activities that help students discriminate between human artifacts (car,

clothes).

41.70% 50.00% 8.30% 2.33 0.651

6. The textbook provides activities to be done outside the classroom (zoo visits, museum

visits, nature walks, and field trips).

25.00% 66.70% 8.30% 2.17 0.577


45.50% 36.40% 18.20% 2.27 0.786


58.30% 8.30% 33.30% 2.25 0.965


41.70% 41.70% 16.70% 2.25 0.754


41.70% 50.00% 8.30% 2.33 0.651

237


Deviation 1. Verbal/ Linguistic Intelligence 2.28 0.681 2. Logical/ Mathematical intelligence 2.22 0.467 3. Visual/ Spatial Intelligence 2.38 0.660 4. Bodily/ kinesthetic Intelligence 2.29 0.737 5. Musical Intelligence 2.19 0.547 6. Interpersonal Intelligence 2.31 0.665 7. Intrapersonal Intelligence 2.03 0.499 8. Naturalist Intelligence 2.34 0.602

All Points 2.36 0.645

Class: First Grade (experts, teachers, and supervisors) No. First Scale: Verbal Linguistic Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook provides students with listening

activities. 84.40% 15.60% 2.69 0.732


28.10% 62.50% 9.40% 2.19 0.588

3. The textbook provides pronunciation activities. 81.70% 3.30% 15.00% 2.67 0.729 4. The textbook provides games that develop



76.20% 12.70% 11.10% 2.65 0.676


84.40% 1.60% 14.10% 2.70 0.706


39.10% 50.00% 10.90% 2.28 0.654


42.20% 51.60% 6.30% 2.36 0.601




(reading aloud). 84.40% 1.60% 14.10% 2.70 0.706


71.90% 15.60% 12.50% 2.59 0.706


48.40% 37.50% 14.10% 2.34 0.718




57.10% 7.90% 34.90% 2.22 0.941


49.20% 12.70% 38.10% 2.11 0.935


81.30% 4.70% 14.10% 2.67 0.714


42.90% 36.50% 20.60% 2.22 0.771


71.90% 9.40% 18.80% 2.53 0.796

23. The textbook includes written activities. 87.30% 6.30% 6.30% 2.81 0.53524. The textbook provides word-building

games.71.00% 16.10% 12.90% 2.58 0.714

25. The textbook provides various writing activities.

82.50% 7.90% 9.50% 2.73 0.627

238

26. The textbook enhances the process of writing

79.40% 9.50% 11.10% 2.68 0.668




students to do mathematical activities. 55.60% 20.60% 23.80% 2.32 0.839


54.80% 32.30% 12.90% 2.42 0.714


27.00% 61.90% 11.10% 2.16 0.601


45.20% 41.90% 12.90% 2.32 0.696


29.50% 62.30% 8.20% 2.21 0.581


47.60% 34.90% 17.50% 2.30 0.754




problem solving. 27.00% 52.40% 20.60% 2.06 0.693


53.20% 35.50% 11.30% 2.42 0.691


38.70% 51.60% 9.70% 2.29 0.637

13. There are matching activities. 74.60% 3.20% 22.20% 2.52 0.840 14. There are word order activities. 75.40% 13.10% 11.50% 2.64 0.684 15. There are sentence order activities. 72.60% 22.60% 4.80% 2.68 0.566 16. There are activities that require students to



55.00% 36.70% 8.30% 2.47 0.650




35.50% 45.20% 19.40% 2.16 0.729


Deviation 1. Flash cards and posters for "English for

Palestine" are available. 71.90% 7.80% 20.30% 2.52 0.816


78.10% 6.30% 15.60% 2.62 0.745


71.90% 7.80% 20.30% 2.52 0.816


74.60% 9.50% 15.90% 2.59 0.754


48.40% 43.80% 7.80% 2.41 0.635


55.60% 22.20% 22.20% 2.33 0.823


41.30% 42.90% 15.90% 2.25 0.718


42.20% 46.90% 10.90% 2.31 0.664


43.80% 43.80% 12.50% 2.31 0.687

10. The textbook encourages students to write 51.60% 43.80% 4.70% 2.47 0.590

239

descriptive paragraphs. 11. There are activities that require students to use

or respond to multi-media (such as CD-ROMS, DVDs, video films, etc).

19.00% 63.50% 17.50% 2.02 0.609


46.90% 32.80% 20.30% 2.27 0.782


58.70% 25.40% 15.90% 2.43 0.756





79.40% 1.60% 19.00% 2.60 0.794


81.00% 6.30% 12.70% 2.68 0.692


79.40% 7.90% 12.70% 2.67 0.696


72.60% 8.10% 19.40% 2.53 0.804


41.90% 37.10% 21.00% 2.21 0.771


64.50% 6.50% 29.00% 2.35 0.907




23.80% 55.60% 20.60% 2.03 0.671




69.80% 12.70% 17.50% 2.52 0.780


52.40% 27.00% 20.60% 2.32 0.800


74.60% 9.50% 15.90% 2.59 0.754


24.20% 59.70% 16.10% 2.08 0.635


22.20% 66.70% 11.10% 2.11 0.571


35.50% 58.10% 6.50% 2.29 0.584

7. The textbook includes musical cloze activities. 34.90% 47.60% 17.50% 2.17 0.708 8. The textbook encourages students to write and perform

their own songs. 22.60% 64.50% 12.90% 2.10 0.593




82.80% 1.60% 15.60% 2.67 0.736


84.10% 1.60% 14.30% 2.70 0.710


84.10% %0 15.90% 2.68 0.737


27.00% 60.30% 12.70% 2.14 0.618

5. The textbook enhances peer tutoring. 38.70% 37.10% 24.20% 2.15 0.786

240

6. The textbook includes activities that help students discuss, perceive, interpret and understand each other's intentions.

54.00% 33.30% 12.70% 2.41 0.710


40.30% 41.90% 17.70% 2.23 0.734


45.30% 45.30% 9.40% 2.36 0.651


57.80% 31.30% 10.90% 2.47 0.689


71.00% 14.50% 14.50% 2.56 0.738




81.30% 6.30% 12.50% 2.69 0.687

2. The textbook enhances self assessment. 55.60% 30.20% 14.30% 2.41 0.733 3. The textbook promotes thinking strategies. 43.50% 48.40% 8.10% 2.35 0.630 4. The textbook includes imaginative activities. 39.10% 50.00% 10.90% 2.28 0.654 5. The textbook includes activities for journal

writing. 17.50% 66.70% 15.90% 2.02 0.582


33.90% 54.80% 11.30% 2.23 0.638


50.80% 34.40% 14.80% 2.36 0.731


37.30% 42.40% 20.30% 2.17 0.746




52.40% 39.70% 7.90% 2.44 0.645


56.50% 27.40% 16.10% 2.40 0.757


44.40% 46.00% 9.50% 2.35 0.652


46.00% 52.40% 1.60% 2.44 0.532


69.80% 17.50% 12.70% 2.57 0.712


28.60% 55.60% 15.90% 2.13 0.660


29.00% 58.10% 12.90% 2.16 0.632


47.60% 41.30% 11.10% 2.37 0.679


38.70% 54.80% 6.50% 2.32 0.594


32.30% 59.70% 8.10% 2.24 0.592

241

No. All Scales Yes No Can’t decide Means Standard Deviation

1. Verbal/ Linguistic Intelligence 2.47 0.411 2. Logical/ Mathematical Intelligence 2.30 0.345 3. Visual/ Spatial Intelligence 2.41 0.437 4. Bodily/ kinesthetic Intelligence 2.52 0.473 5. Musical Intelligence 2.27 0.381 6. Interpersonal Intelligence 2.42 0.410 7. Intrapersonal Intelligence 2.04 0.377 8. Naturalist Intelligence 2.35 0.399


242

Appendix (12) Class: Second Grade Experts’ Evaluation



100.00% 1.00


100.00% 2.00

3. The textbook provides pronunciation activities. 100.00% 1.00 4. The textbook provides games that develop

sentence structure. 100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


students produce a summary (oral or written). 100.00% 2.00

12. The textbook provides silent reading activities. 100.00% 2.00 13. The textbook provides oral reading activities

(reading aloud). 100.00% 2.00


100.00% 2.00


100.00% 2.00

16. The textbook provides literary passages. 100.00% 2.00 17. Grammar rules are presented in logical manner

and in increasing order of difficulty. 100.00% 3.00


100.00% 3.00


100.00% 3.00


100.00% 1.00


100.00% 2.00


100.00% 1.00

23. The textbook includes written activities. 100.00% 1.00 24. The textbook provides word-building games. 100.00% 1.00 25. The textbook provides various writing

activities 100.00% 1.00

26. The textbook enhances the process of writing 100.00% 1.00




100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

5. The textbook provides activities that require 100.00% 2.00

243

students to investigate and analyze matters scientifically.


100.00% 2.00

7. There are predictions or guessing activities. 100.00% 1.00 8. The textbook provides activities that require





100.00% 2.00


100.00% 2.00

13. There are matching activities. 100.00% 1.00 14. There are word order activities. 100.00% 1.00 15. There are sentence order activities. 100.00% 1.00 16. There are activities that require students to

make a systematic presentation. 100.00% 2.00


100.00% 2.00

18. Grammar activities are presented inductively. 100.00% 3.00 19. Grammar activities are presented deductively. 100.00% 3.00 20. There are activities that require students to

describe charts or graphs. 100.00% 1.00


100.00% 2.00



Palestine" are available. 100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 1.00




100.00% 1.00

244


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 1.00




100.00% 2.00




100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

7. The textbook includes musical cloze activities. 100.00% 2.00 8. The textbook encourages students to write and

perform their own songs. 100.00% 2.00




100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00

5. The textbook enhances peer tutoring. 100.00% 2.00 6. The textbook includes activities that help


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


245

No. Seventh Scale: Intrapersonal Intelligence Yes No Can’t decide Means Standard


students reflect on their work independently. 100.00% 1.00

2. The textbook enhances self assessment. 100.00% 2.00 3. The textbook promotes thinking strategies. 100.00% 2.00 4. The textbook includes imaginative activities. 100.00% 2.00 5. The textbook includes activities for journal

writing. 100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00



understand the natural world of plants and animals.

100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00



All Points 1.90

Class: Second Grade Teachers’ Evaluation



96.20% %0 3.80% 2.92 0.385


32.70% 51.90% 15.40% 2.17 0.678

3. The textbook provides pronunciation activities. 86.00% 12.00% 2.00% 2.84 0.422

246


84.60% 7.70% 7.70% 2.77 0.581


94.30% 1.90% 3.80% 2.91 0.405


92.50% 1.90% 5.70% 2.87 0.482


41.50% 52.80% 5.70% 2.36 0.591


45.30% 47.20% 7.50% 2.38 0.627




(reading aloud). 83.00% 7.50% 9.40% 2.74 0.625


83.00% 7.50% 9.40% 2.74 0.625


41.50% 32.10% 26.40% 2.15 0.818




66.00% 11.30% 22.60% 2.43 0.844


65.40% 26.90% 7.70% 2.58 0.637


86.80% 5.70% 7.50% 2.79 0.567


55.80% 5.80% 38.50% 2.17 0.964


66.00% 15.10% 18.90% 2.47 0.799

23. The textbook includes written activities. 92.50% %0 7.50% 2.85 0.533 24. The textbook provides word-building games. 78.40% 7.80% 13.70% 2.65 0.716 25. The textbook provides various writing activities 88.70% 11.30% %0 2.89 0.320 26. The textbook enhances the process of writing 77.40% 18.90% 3.80% 2.74 0.524






82.70% 9.60% 7.70% 2.75 0.590


24.50% 66.00% 9.40% 2.15 0.568


40.40% 50.00% 9.60% 2.31 0.643


27.50% 62.70% 9.80% 2.18 0.590


60.40% 20.80% 18.90% 2.42 0.795




problem solving. 30.20% 41.50% 28.30% 2.02 0.772


67.30% 17.30% 15.40% 2.52 0.754

247


34.60% 32.70% 32.70% 2.02 0.828

13. There are matching activities. 86.80% 1.90% 11.30% 2.75 0.648 14. There are word order activities. 90.40% 1.90% 7.70% 2.83 0.550 15. There are sentence order activities. 80.80% 19.20% %0 2.81 0.398 16. There are activities that require students to



72.00% 18.00% 10.00% 2.62 0.667




49.00% 43.10% 7.80% 2.41 0.638





92.50% 1.90% 5.70% 2.87 0.482


67.90% 22.60% 9.40% 2.58 0.663


83.00% 9.40% 7.50% 2.75 0.585


35.80% 39.60% 24.50% 2.11 0.776


58.50% 15.10% 26.40% 2.32 0.872


55.80% 32.70% 11.50% 2.44 0.698


43.40% 43.40% 13.20% 2.30 0.696


41.50% 41.50% 17.00% 2.25 0.731


58.50% 26.40% 15.10% 2.43 0.747


13.50% 51.90% 34.60% 1.79 0.667


45.30% 26.40% 28.30% 2.17 0.849


62.30% 22.60% 15.10% 2.47 0.749





86.50% 1.90% 11.50% 2.75 0.653


90.60% %0 9.40% 2.81 0.590


90.40% 3.80% 5.80% 2.85 0.500


84.60% 5.80% 9.60% 2.75 0.622


58.50% 26.40% 15.10% 2.43 0.747


73.10% 9.60% 17.30% 2.56 0.777

248




28.80% 51.90% 19.20% 2.10 0.693

10. The textbook provides body language activities. 92.30% %0 7.70% 2.85 0.538



77.40% 5.70% 17.00% 2.60 0.768


67.90% 24.50% 7.50% 2.60 0.631


71.70% 11.30% 17.00% 2.55 0.774


26.90% 63.50% 9.60% 2.17 0.585


26.40% 64.20% 9.40% 2.17 0.580


38.50% 57.70% 3.80% 2.35 0.556

7. The textbook includes musical cloze activities. 28.30% 47.20% 24.50% 2.04 0.733

8. The textbook encourages students to write and perform their own songs.

25.50% 60.80% 13.70% 2.12 0.621




96.20% %0 3.80% 2.92 0.385


94.30% 1.90% 3.80% 2.91 0.405


92.30% %0 7.70% 2.85 0.538


23.10% 67.30% 9.60% 2.13 0.561

5. The textbook enhances peer tutoring. 55.80% 7.70% 36.50% 2.19 0.951 6. The textbook includes activities that help


50.90% 35.80% 13.20% 2.38 0.713


40.40% 34.60% 25.00% 2.15 0.802


35.80% 50.90% 13.20% 2.23 0.669


66.00% 22.60% 11.30% 2.55 0.695


90.40% 3.80% 5.80% 2.85 0.500




88.70% 7.50% 3.80% 2.85 0.456


writing. 25.00% 55.80% 19.20% 2.06 0.669

249


33.30% 58.80% 7.80% 2.25 0.595


32.00% 56.00% 12.00% 2.20 0.639


35.40% 47.90% 16.70% 2.19 0.704




61.50% 32.70% 5.80% 2.56 0.608


68.60% 19.60% 11.80% 2.57 0.700


55.80% 36.50% 7.70% 2.48 0.641


44.20% 55.80% %0 2.44 0.502


82.70% 3.80% 13.50% 2.69 0.701


32.70% 59.60% 7.70% 2.25 0.590


26.90% 63.50% 9.60% 2.17 0.585


59.60% 36.50% 3.80% 2.56 0.574


49.00% 45.10% 5.90% 2.43 0.608


39.20% 52.90% 7.80% 2.31 0.616


Deviation 1. Verbal/ Linguistic Intelligence 2.53 0.289 2. Logical/ Mathematical Intelligence 2.39 0.283 3. Visual/ Spatial Intelligence 2.41 0.354 4. Bodily/ kinesthetic Intelligence 2.66 0.378 5. Musical Intelligence 2.34 0.343 6. Interpersonal Intelligence 2.52 0.321 7. Intrapersonal Intelligence 1.93 0.344 8. Naturalist Intelligence 2.45 0.337

All Points 2.68 0.284 Class: Second Grade Supervisors’ Evaluation



70.00% %0 30.00% 2.40 0.966


40.00% 40.00% 20.00% 2.20 0.789


sentence structure. 70.00% %0 30.00% 2.40 0.966


70.00% %0 30.00% 2.40 0.966


70.00% %0 30.00% 2.40 0.966


50.00% 20.00% 30.00% 2.20 0.919

250


60.00% 40.00% 0% 2.60 0.516


students produce a summary (oral or written). 70.00% 30.00% |0% 2.70 0.483

12. The textbook provides Silent reading activities. 50.00% 30.00% 20.00% 2.30 0.823 13. The textbook provides oral reading activities

(Reading aloud). 70.00% 0% 30.00% 2.40 0.966


80.00% 0% 20.00% 2.60 0.843


60.00% 0.00%3 10.00% 2.50 0.707

16. The textbook provides literary passages. 55.60% 44.40% 0% 2.56 0.527 17. Grammar rules are presented in logical manner



60.00% 20.00% 20.00% 2.40 0.843


50.00% 0% 50% 2.00 1.054


70.00% 0% 30.00% 2.40 0.966


55.60% 22.20% 22.20% 2.33 0.866


70.00% 0% 30.00% 2.40 0.966

23. The textbook includes written activities. 80.00% 0% 20.00% 2.60 0.843 24. The textbook provides word-building games. 70.00% 20.00% 10.00% 2.60 0.699 25. The textbook provides various writing activities 70.00% 10.00% 20.00% 2.50 0.850 26. The textbook enhances the process of writing 70.00% 20.00% 10.00% 2.60 0.699




students to do mathematical activities. 50.00% 50.00% 2.00 1.054


87.50% 12.50% 2.87 0.354


50.00% 40.00% 10.00% 2.40 0.699


44.40% 44.40% 11.10% 2.33 0.707


33.30% 55.60% 11.10% 2.22 0.667


44.40% 33.30% 22.20% 2.22 0.833

7. There are predictions or guessing activities. 70.00% 30.00% 2.40 0.966 8. The textbook provides activities that require



problem solving. 40.00% 30.00% 30.00% 2.10 0.876


60.00% 30.00% 10.00% 2.50 0.707


50.00% 30.00% 20.00% 2.30 0.823

13. There are matching activities. 66.70% 11.10% 22.20% 2.44 0.882 14. There are word order activities. 55.60% 33.30% 11.10% 2.44 0.726 15. There are sentence order activities. 60.00% 40.00% 2.60 0.516 16. There are activities that require students to


17. The activities that are presented in the textbook 50.00% 30.00% 20.00% 2.30 0.823

251

include a wide variety of cognitive skills. 18. Grammar activities are presented inductively. 50.00% 40.00% 10.00% 2.40 0.699 19. Grammar activities are presented deductively. 70.00% %0 30.00% 2.40 0.966 20. There are activities that require students to



71.40% %0 28.60% 2.43 0.976



Palestine" are available. 70.00% %0 30.00% 2.40 0.966


70.00% %0 30.00% 2.40 0.966


60.00% 10.00% 30.00% 2.30 0.949


60.00% %0 40.00% 2.20 1.033


50.00% 20.00% 30.00% 2.20 0.919


50.00% 20.00% 30.00% 2.20 0.919


60.00% 20.00% 20.00% 2.40 0.843


60.00% 30.00% 10.00% 2.50 0.707


60.00% 30.00% 10.00% 2.50 0.707


70.00% 20.00% 10.00% 2.60 0.699


50.00% 50.00% %0 2.50 0.527


60.00% 10.00% 30.00% 2.30 0.949


60.00% 40.00% %0 2.60 0.516





66.70% 11.10% 22.20% 2.44 0.882


66.70% 33.30% %0 2.67 0.500


66.70% 22.20% 11.10% 2.56 0.726


55.60% 11.10% 33.30% 2.22 0.972


66.70% 22.20% 11.10% 2.56 0.726


66.70% 11.10% 22.20% 2.44 0.882

7. The textbook provides role-play activities. 77.80% %0 22.20% 2.56 0.882 8. The textbook provides activities for performing



33.30% 44.40% 22.20% 2.11 0.782


252



60.00% 10.00% 30.00% 2.30

0.949


60.00% 10.00% 30.00% 2.30 0.949


70.00% 10.00% 20.00% 2.50 0.850


50.00% 20.00% 30.00% 2.20 0.919


40.00% 40.00% 20.00% 2.20 0.789


50.00% 40.00% 10.00% 2.40 0.699

7. The textbook includes musical cloze activities.

60.00% 30.00% 10.00% 2.50 0.707


40.00% 50.00% 10.00% 2.30 0.675




70.00% %0 30.00% 2.40

0.966


70.00% %0 30.00% 2.40 0.966


60.00% 10.00% 30.00% 2.30 0.949


50.00% 40.00% 10.00% 2.40 0.699



60.00% 20.00% 20.00% 2.40 0.843


50.00% 30.00% 20.00% 2.30 0.823


50.00% 30.00% 20.00% 2.30 0.823


60.00% 20.00% 20.00% 2.40 0.843


60.00% 10.00% 30.00% 2.30 0.949




70.00% %0 30.00% 2.40 0.966


writing. 30.00% 70.00% %0 2.30 0.483


40.00% 40.00% 20.00% 2.20 0.789


60.00% 30.00% 10.00% 2.50 0.707


60.00% 20.00% 20.00% 2.40 0.843

253

No. Eighth Scale: Naturalist Intelligence Yes No Can’t decide Means Standard Deviation

1. The textbook includes activities that help students understand the natural world of plants and animals.

50.00% 30.00% 20.00% 2.30 0.823


60.00% 30.00% 10.00% 2.50 0.707


50.00% 30.00% 20.00% 2.30 0.823


50.00% 20.00% 30.00% 2.20 0.919


50.00% 20.00% 30.00% 2.20 0.919


30.00% 40.00% 30.00% 2.00 0.816


30.00% 50.00% 20.00% 2.10 0.738


60.00% 20.00% 20.00% 2.40 0.843


50.00% 20.00% 30.00% 2.20 0.919


50.00% 20.00% 30.00% 2.20 0.919



All Points 2.95 0.314 Class: Second Grade (experts, teachers, and supervisors)



90.60% 9.40% 2.81 0.588


33.30% 50.80% 15.90% 2.17 0.685




89.10% 1.60% 9.40% 2.80 0.596


87.50% 1.60% 10.90% 2.77 0.636


42.20% 48.40% 9.40% 2.33 0.644


46.90% 46.90% 6.30% 2.41 0.610




(reading aloud). 79.70% 7.80% 12.50% 2.67 0.691

254


81.30% 7.80% 10.90% 2.70 0.659


43.80% 32.80% 23.40% 2.20 0.800




65.60% 12.50% 21.90% 2.44 0.833


63.50% 22.20% 14.30% 2.49 0.738


82.80% 4.70% 12.50% 2.70 0.683


54.80% 9.70% 35.50% 2.19 0.938


65.60% 12.50% 21.90% 2.44 0.833

23. The textbook includes written activities. 89.10% 10.90% 2.78 0.629 24. The textbook provides word-building games. 75.80% 9.70% 14.50% 2.61 0.732 25. The textbook provides various writing activities 84.40% 10.90% 4.70% 2.80 0.510 26. The textbook enhances the process of writing 75.00% 18.80% 6.30% 2.69 0.588






82.00% 11.50% 6.60% 2.75 0.567


28.10% 62.50% 9.40% 2.19 0.588


40.30% 50.00% 9.70% 2.31 0.642


27.90% 62.30% 9.80% 2.18 0.592


57.10% 23.80% 19.00% 2.38 0.792




problem solving. 31.30% 40.60% 28.10% 2.03 0.776


65.10% 20.60% 14.30% 2.51 0.738


36.50% 33.30% 30.20% 2.06 0.821




67.20% 21.30% 11.50% 2.56 0.696




50.80% 39.00% 10.20% 2.41 0.673

255



76.60% 9.40% 14.10% 2.62 0.724


87.50% 1.60% 10.90% 2.77 0.636


65.60% 20.30% 14.10% 2.52 0.734


78.10% 9.40% 12.50% 2.66 0.695


37.50% 37.50% 25.00% 2.13 0.787


56.30% 15.60% 28.10% 2.28 0.881


55.60% 31.70% 12.70% 2.43 0.712


45.30% 42.20% 12.50% 2.33 0.691


43.80% 40.60% 15.60% 2.28 0.723


59.40% 26.60% 14.10% 2.45 0.733


19.00% 52.40% 28.60% 1.90 0.689


46.90% 25.00% 28.10% 2.19 0.852


60.90% 25.00% 14.10% 2.47 0.734





82.30% 3.20% 14.50% 2.68 0.719


85.70% 4.80% 9.50% 2.76 0.615


85.50% 6.50% 8.10% 2.77 0.584


79.00% 6.50% 14.50% 2.65 0.726


58.70% 27.00% 14.30% 2.44 0.736


71.00% 9.70% 19.40% 2.52 0.805




29.00% 51.60% 19.40% 2.10 0.694


No. Fifth Scale: Musical Intelligence Yes No Can’t decide Means Standard



73.40% 6.30% 20.30% 2.53 0.816

256


65.60% 23.40% 10.90% 2.55 0.688


70.30% 10.90% 18.80% 2.52 0.797


30.20% 57.10% 12.70% 2.17 0.636


28.10% 60.90% 10.90% 2.17 0.606


39.70% 55.60% 4.80% 2.35 0.572






90.60% 9.40% 2.81 0.588


89.10% 1.60% 9.40% 2.80 0.596


85.70% 1.60% 12.70% 2.73 0.677


27.00% 63.50% 9.50% 2.17 0.583



51.60% 34.40% 14.10% 2.38 0.724


41.30% 34.90% 23.80% 2.17 0.794


37.50% 48.40% 14.10% 2.23 0.684


64.10% 23.40% 12.50% 2.52 0.713


84.10% 6.30% 9.50% 2.75 0.621




84.40% 6.30% 9.40% 2.75 0.617


writing. 25.40% 58.70% 15.90% 2.10 0.640


33.90% 56.50% 9.70% 2.24 0.619


36.10% 52.50% 11.50% 2.25 0.650


39.00% 44.10% 16.90% 2.22 0.721



58.70% 33.30% 7.90% 2.51 0.644


66.10% 22.60% 11.30% 2.55 0.694

257


54.00% 36.50% 9.50% 2.44 0.667


44.40% 50.80% 4.80% 2.40 0.583


76.20% 7.90% 15.90% 2.60 0.752


31.70% 57.10% 11.10% 2.21 0.626


27.00% 61.90% 11.10% 2.16 0.601


58.70% 34.90% 6.30% 2.52 0.618


48.40% 41.90% 9.70% 2.39 0.662


40.30% 48.40% 11.30% 2.29 0.663




258

Appendix (13) Class: Third Grade Experts’ Evaluation



100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00%

2.00



100.00% 2.00


100.00% 2.00


100.00% 1.00


100.00% 1.00


100.00% 2.00

16. The textbook provides literary passages. 100.00% 2.00 17. Grammar rules are presented in logical

manner and in increasing order of difficulty. 100.00% 3.00


100.00% 3.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 2.00

23. The textbook includes written activities. 100.00% 2.00 24. The textbook provides word-building games. 100.00% 2.00 25. The textbook provides various writing

activities 100.00% 2.00

26. The textbook enhances the process of writing

100.00% 2.00



Deviation 1. The textbook provides activities that

encourage students to do mathematical activities.

100.00% 1.00


100.00% 2.00

259


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 1.00

7. There are predictions or guessing activities. 8. The textbook provides activities that require





100.00% 2.00


100.00% 2.00

13. There are matching activities. 100.00% 1.00 14. There are word order activities. 100.00% 1.00 15. There are sentence order activities. 100.00% 1.00 16. There are activities that require students to

make a systematic presentation. 100.00% 2.00


100.00% 2.00

18. Grammar activities are presented inductively.

100.00% 3.00

19. Grammar activities are presented deductively.

100.00% 3.00

20. There are activities that require students to describe charts or graphs.

100.00% 1.00


100.00% 1.00

o. Third Scale: Visual/ Spatial Intelligence Yes No Can’t decide Means Standard

Deviation 1. Flash cards for "English for Palestine" are

available. 100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 1.00

260


100.00% 1.00




100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00% 1.00




100.00% 2.00




100.00% 1.00


100.00% 2.00


100.00% 1.00


100.00% 2.00


100.00% 2.00


100.00% 2.00

7. The textbook includes musical cloze activities. 100.00% 2.00 8. The textbook encourages students to write and

perform their own songs. 100.00% 2.00


No. Sixth Scale: Interpersonal Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook includes pair work communicative

activities. 100.00% 1.00


100.00% 1.00


100.00% 1.00


100.00%

2.00

5. The textbook enhances peer tutoring. 100.00% 2.00 6. The textbook includes activities that help


100.00% 2.00

7. The textbook includes debates, and panels, and 100.00% 2.00

261

plays activities. 8. The textbook includes activities for peer editing,

(giving and receiving feedback). 100.00% 2.00


100.00% 2.00


100.00% 1.00




100.00% 1.00

2. The textbook enhances self assessment. 100.00% 2.00 3. The textbook promotes thinking strategies. 100.00% 2.00 4. The textbook includes imaginative activities. 100.00% 2.00 5. The textbook includes activities for journal

writing. 100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00



understand the natural world of plants and animals.

100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00


100.00% 2.00



All Points 1.60 Class: Third Grade Teachers’ Evaluation

262



93.40% 6.60% 2.87 0.499


39.30% 52.50% 8.20% 2.31 0.620




90.20% 1.60% 8.20% 2.82 0.563


91.80% 8.20% 2.84 0.553


36.10% 54.10% 9.80% 2.26 0.630


49.20% 44.30% 6.60% 2.43 0.618




(reading aloud). 88.50% 4.90% 6.60% 2.82 0.533


85.20% 9.80% 4.90% 2.80 0.511


50.80% 31.10% 18.00% 2.33 0.769




70.50% 16.40% 13.10% 2.57 0.718


70.00% 10.00% 20.00% 2.50 0.813


86.90% 6.60% 6.60% 2.80 0.542


60.00% 25.00% 15.00% 2.45 0.746


85.00% 5.00% 10.00% 2.75 0.628

23. The textbook includes written activities. 88.50% 3.30% 8.20% 2.80 0.572 24. The textbook provides word-building games. 80.00% 8.30% 11.70% 2.68 0.676 25. The textbook provides various writing activities 83.60% 6.60% 9.80% 2.74 0.630 26. The textbook enhances the process of writing 75.40% 18.00% 6.60% 2.69 0.593






84.70% 10.20% 5.10% 2.80 0.518


26.20% 62.30% 11.50% 2.15 0.601


43.30% 46.70% 10.00% 2.33 0.655


30.50% 55.90% 13.60% 2.17 0.647


68.90% 19.70% 11.50% 2.57 0.694

263




problem solving. 42.60% 37.70% 19.70% 2.23 0.761


56.70% 20.00% 23.30% 2.33 0.837


41.70% 36.70% 21.70% 2.20 0.777




71.20% 22.00% 6.80% 2.64 0.609




64.40% 28.80% 6.80% 2.58 0.622





83.60% 4.90% 11.50% 2.72 0.662


75.40% 11.50% 13.10% 2.62 0.711


75.40% 11.50% 13.10% 2.62 0.711


33.30% 36.70% 30.00% 2.03 0.802


59.00% 27.90% 13.10% 2.46 0.721


55.00% 30.00% 15.00% 2.40 0.741


34.40% 50.80% 14.80% 2.20 0.679


36.10% 47.50% 16.40% 2.20 0.703


70.00% 21.70% 8.30% 2.62 0.640


21.70% 61.70% 16.70% 2.05 0.622


60.70% 24.60% 14.80% 2.46 0.743


65.60% 23.00% 11.50% 2.54 0.697





81.70% 6.70% 11.70% 2.70 0.671


90.20% 3.30% 6.60% 2.84 0.522

3. The textbook provides activities that require 78.70% 13.10% 8.20% 2.70 0.615

264

students to mime an event. 4. The textbook provides games that require

physical action/s. 78.30% 10.00% 11.70% 2.67 0.681


54.10% 31.10% 14.80% 2.39 0.737


70.00% 11.70% 18.30% 2.52 0.792




27.90% 59.00% 13.10% 2.15 0.628




73.80% 16.40% 9.80% 2.64 0.659


63.90% 26.20% 9.80% 2.54 0.673


75.40% 14.80% 9.80% 2.66 0.655


21.70% 66.70% 11.70% 2.10 0.573


21.30% 67.20% 11.50% 2.10 0.569


32.20% 66.10% 1.70% 2.31 0.500




Sixth Scale: Interpersonal Intelligence Yes No Can’t decide Means Standard Deviation


91.80% 1.60% 6.60% 2.85 0.511


90.20% 4.90% 4.90% 2.85 0.477


93.30% 6.70% 2.87 0.503


25.00% 63.30% 11.70% 2.13 0.596

5. The textbook enhances peer tutoring. 53.30% 23.30% 23.30% 2.30 0.830 6. The textbook includes activities that help students discuss, perceive, interpret and understand each other's intentions.

55.70% 31.10% 13.10% 2.43 0.718


44.10% 44.10% 11.90% 2.32 0.681


34.40% 47.50% 18.00% 2.16 0.711


72.10% 18.00% 9.80% 2.62 0.662


86.70% 10.00% 3.30% 2.83 0.457



1. The textbook includes activities that help 85.20% 8.20% 6.60% 2.79 0.551

265

students reflect on their work independently. 2. The textbook enhances self assessment. 35.00% 45.00% 20.00% 2.15 0.732 3. The textbook promotes thinking strategies. 30.50% 42.40% 27.10% 2.03 0.765 4. The textbook includes imaginative activities. 26.20% 41.00% 32.80% 1.93 0.772 5. The textbook includes activities for journal

writing. 18.30% 61.70% 20.00% 1.98 0.624


36.20% 53.40% 10.30% 2.26 0.637


24.60% 61.40% 14.00% 2.11 0.618


32.10% 33.90% 33.90% 1.98 0.820




66.70% 25.00% 8.30% 2.58 0.645


72.90% 16.90% 10.20% 2.63 0.667


58.30% 31.70% 10.00% 2.48 0.676


56.70% 40.00% 3.30% 2.53 0.566


76.70% 8.30% 15.00% 2.62 0.739


23.30% 70.00% 6.70% 2.17 0.526


30.00% 60.00% 10.00% 2.20 0.605


61.70% 36.70% 1.70% 2.60 0.527


62.70% 27.10% 10.20% 2.53 0.679


42.40% 52.50% 5.10% 2.37 0.584




Class: Third Grade Supervisors’ Evaluation



85.70% 14.30% 2.71 0.756


14.30% 71.40% 14.30% 2.00 0.577

3. The textbook provides pronunciation activities. 85.70% 14.30% 2.71 0.756 4. The textbook provides games that develop


266


85.70% 14.30% 2.71 0.756


71.40% 14.30% 14.30% 2.57 0.787


42.90% 42.90% 14.30% 2.29 0.756


57.10% 42.90% 2.57 0.535


students produce a summary (oral or written). 42.90% 57.10% 2.43 0.535


(reading aloud). 85.70% 14.30% 2.71 0.756


71.40% 14.30% 14.30% 2.57 0.787


42.90% 28.60% 28.60% 2.14 0.900

16. The textbook provides literary passages. 28.60% 71.40% 2.29 0.488 17. Grammar rules are presented in logical manner

and in increasing order of difficulty. 57.10% 42.90% 2.14 1.069


57.10% 42.90% 2.14 1.069


85.70% 14.30% 2.71 0.756


85.70% 14.30% 2.71 0.756


57.10% 42.90% 2.57 0.535


71.40% 28.60% 2.43 0.976

23. The textbook includes written activities. 71.40% 14.30% 14.30% 2.57 0.787 24. The textbook provides word-building games. 57.10% 28.60% 14.30% 2.43 0.787 25. The textbook provides various writing activities 57.10% 42.90% 2.57 0.535 26. The textbook enhances the process of writing 57.10% 28.60% 14.30% 2.43 0.787






57.10% 42.90% 2.57 0.535


28.60% 57.10% 14.30% 2.14 0.690


42.90% 28.60% 28.60% 2.14 0.900


28.60% 42.90% 28.60% 2.00 0.816


28.60% 42.90% 28.60% 2.00 0.816




problem solving. 57.10% 14.30% 28.60% 2.29 0.951


57.10% 28.60% 14.30% 2.43 0.787


28.60% 42.90% 28.60% 2.00 0.816

267

13. There are matching activities. 85.70% 14.30% 2.71 0.756 14. There are word order activities. 83.30% 16.70% 2.67 0.816 15. There are sentence order activities. 42.90% 42.90% 14.30% 2.29 0.756 16. There are activities that require students to



57.10% 28.60% 14.30% 2.43 0.787


describe charts or graphs. 85.70% 14.30% 2.71 0.756


57.10% 42.90% 2.57 0.535





85.70% 14.30% 2.71 0.756


71.40% 28.60% 2.43 0.976


71.40% 28.60% 2.43 0.976


28.60% 57.10% 14.30% 2.14 0.690


57.10% 14.30% 28.60% 2.29 0.951


57.10% 28.60% 14.30% 2.43 0.787


28.60% 57.10% 14.30% 2.14 0.690


28.60% 57.10% 14.30% 2.14 0.690


57.10% 42.90% 2.57 0.535


14.30% 85.70% 2.14 0.378


71.40% 14.30% 14.30% 2.57 0.787


57.10% 42.90% 2.57 0.535





85.70% 14.30% 2.71 0.756


57.10% 28.60% 14.30% 2.43 0.787


42.90% 28.60% 28.60% 2.14 0.900


71.40% 28.60% 2.43 0.976


57.10% 42.90% 2.14 1.069


85.70% 14.30% 2.71 0.756

7. The textbook provides role-play activities. 66.70% 16.70% 16.70% 2.50 0.837 8. The textbook provides activities for performing 28.60% 57.10% 14.30% 2.14 0.690

268

skits, drama or characterization. 9. The textbook provides activities to be done

outside the classroom (visits, field trip). 14.30% 57.10% 28.60% 1.86 0.690

10. The textbook provides body language activities. 85.70% 14.30% 2.71 0.756



57.10% 28.60% 14.30% 2.43 0.787


57.10% 28.60% 14.30% 2.43 0.787


83.30% 16.70% 2.67 0.816


57.10% 28.60% 14.30% 2.43 0.787


14.30% 71.40% 14.30% 2.00 0.577


28.60% 71.40% 2.29 0.488


perform their own songs. 28.60% 71.40% 2.29 0.488




71.40% 14.30% 14.30% 2.57 0.787


85.70% 14.30% 2.71 0.756


85.70% 14.30% 2.71 0.756


28.60% 71.40% 2.29 0.488



57.10% 28.60% 14.30% 2.43 0.787


57.10% 42.90% 2.57 0.535


57.10% 42.90% 2.57 0.535


57.10% 42.90% 2.57 0.535


85.70% 14.30% 2.71 0.756




71.40% 14.30% 14.30% 2.57 0.787

2. The textbook enhances self assessment. 85.70% 14.30% 2.86 0.378 3. The textbook promotes thinking strategies. 42.90% 42.90% 14.30% 2.29 0.756 4. The textbook includes imaginative activities. 28.60% 71.40% 2.29 0.488 5. The textbook includes activities for journal

writing. 57.10% 28.60% 14.30% 2.43 0.787


42.90% 57.10% 2.43 0.535


57.10% 14.30% 28.60% 2.29 0.951

269


66.70% 16.70% 16.70% 2.50 0.837




42.90% 42.90% 14.30% 2.29 0.756


71.40% 14.30% 14.30% 2.57 0.787


42.90% 28.60% 28.60% 2.14 0.900


42.90% 28.60% 28.60% 2.14 0.900


28.60% 42.90% 28.60% 2.00 0.816


28.60% 42.90% 28.60% 2.00 0.816


42.90% 42.90% 14.30% 2.29 0.756


71.40% 14.30% 14.30% 2.57 0.787


42.90% 28.60% 28.60% 2.14 0.900


42.90% 28.60% 28.60% 2.14 0.900




Class: Third Grade (experts, teachers, supervisors) No. First Scale: Verbal Linguistic Intelligence Yes No Can’t decide Means Standard


activities. 91.30% 8.70% 2.83 0.568


36.20% 55.10% 8.70% 2.28 0.616




88.40% 1.40% 10.10% 2.78 0.615


88.40% 1.40% 10.10% 2.78 0.615


36.20% 53.60% 10.10% 2.26 0.634


49.30% 44.90% 5.80% 2.43 0.606

9. The textbook provides humor or jokes. 26.50% 63.20% 10.30% 2.16 0.589 10. The textbook provides riddle activities. 37.90% 47.00% 15.20% 2.23 0.697 11. The textbook provides activities that help 43.50% 50.70% 5.80% 2.38 0.597

270

students produce a summary (oral or written). 12. The textbook provides silent reading activities. 36.20% 44.90% 18.80% 2.17 0.727 13. The textbook provides oral reading activities

(reading aloud). 87.00% 4.30% 8.70% 2.78 0.591


82.60% 10.10% 7.20% 2.75 0.579


49.30% 31.90% 18.80% 2.30 0.773


and in increasing order of difficulty. 77.90% 13.20 8.80% 2.69 0.629


69.60% 14.50% 15.90% 2.54 0.759


70.60% 8.80% 20.60% 2.50 0.820


85.50% 5.80% 8.70% 2.77 0.598


58.80% 27.90% 13.20% 2.46 0.721


82.40% 5.90% 11.80% 2.71 0.670







80.60% 14.90% 4.50% 2.76 0.525


26.10% 62.30% 11.60% 2.14 0.601


42.60% 45.60% 11.80% 2.31 0.675


29.90% 55.20% 14.90% 2.15 0.657


63.80% 21.70% 14.50% 2.49 0.740




problem solving. 43.50% 36.20% 20.30% 2.23 0.770


55.90% 22.10% 22.10% 2.34 0.822


39.70% 38.20% 22.10% 2.18 0.772




68.70% 23.90% 7.50% 2.61 0.627



271


62.70% 29.90% 7.50% 2.55 0.634





82.60% 4.30% 13.00% 2.70 0.692


73.90% 10.10% 15.90% 2.58 0.755


73.90% 10.10% 15.90% 2.58 0.755


32.40% 39.70% 27.90% 2.04 0.781


58.00% 26.10% 15.90% 2.42 0.755


54.40% 29.40% 16.20% 2.38 0.754


33.30% 50.70% 15.90% 2.17 0.685


34.80% 49.30% 15.90% 2.19 0.692


67.60% 23.50% 8.80% 2.59 0.652


20.60% 64.70% 14.70% 2.06 0.596


60.90% 23.20% 15.90% 2.45 0.758


63.80% 24.60% 11.60% 2.52 0.699





80.90% 5.90% 13.20% 2.68 0.701


85.50% 5.80% 8.70% 2.77 0.598


73.90% 14.50% 11.60% 2.62 0.688


76.50% 8.80% 14.70% 2.62 0.734


53.60% 27.50% 18.80% 2.35 0.783


70.60% 10.30% 19.10% 2.51 0.801




26.10% 59.40% 14.50% 2.12 0.631




71.00% 17.40% 11.60% 2.59 0.693

2. The textbook helps students listen to a variety 62.30% 27.50% 10.10% 2.52 0.678

272

of recordings. 3. The textbook helps students be sensitive to

rhythm, tone, pitch, melody, poetry. (Phonetics and pronunciation activities).

75.00% 13.20% 11.80% 2.63 0.689


25.00% 63.20% 11.80% 2.13 0.596


20.30% 68.10% 11.60% 2.09 0.562


31.30% 67.20% 1.50% 2.30 0.493






88.40% 2.90% 8.70% 2.80 0.584


88.40% 4.30% 7.20% 2.81 0.550


91.20% 8.80% 2.82 0.571


25.00% 64.70% 10.30% 2.15 0.580



55.10% 31.90% 13.00% 2.42 0.715


44.80% 44.80% 10.40% 2.34 0.664


36.20% 47.80% 15.90% 2.20 0.698


69.60% 21.70% 8.70% 2.61 0.647


85.30% 8.80% 5.90% 2.79 0.534




82.60% 8.70% 8.70% 2.74 0.610


writing. 22.10% 58.80% 19.10% 2.03 0.646


36.40% 54.50% 9.10% 2.27 0.621


27.70% 56.90% 15.40% 2.12 0.650


34.90% 33.30% 31.70% 2.03 0.822

No. Eighth scale: Naturalist Intelligence



63.20% 27.90% 8.80% 2.54 0.656

273


71.60% 17.90% 10.40% 2.61 0.673


55.90% 32.40% 11.80% 2.44 0.699


54.40% 39.70% 5.90% 2.49 0.611


70.60% 13.20% 16.20% 2.54 0.762


23.50% 67.60% 8.80% 2.15 0.554


30.90% 58.80% 10.30% 2.21 0.612


61.80% 35.30% 2.90% 2.59 0.553


59.70% 28.40% 11.90% 2.48 0.704


41.80% 50.70% 7.50% 2.34 0.617




274

Appendix (14) Class: Fourth Grade Experts’ Evaluation



100.00% 1.00 0.000


1l00.00% 2.00 0.000


sentence structure. 100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

9. The textbook provides humor or jokes. 50.00% 50.00% 1.50 0.707 10. The textbook provides riddle activities. 50.00% 50.00% 1.50 0.707 11. The textbook provides activities that help


12. The textbook provides silent reading activities. 50.00% 50.00% 1.50 0.707 13. The textbook provides oral reading activities

(reading aloud). 100.00% 1.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 50.00% 1.50 0.707

16. The textbook provides literary passages. 100.00% 2.00 0.000 17. Grammar rules are presented in logical manner



50.00% 50.00% 1.50 0.707


100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 2.00 .


100.00% 1.00 0.000

23. The textbook includes written activities. 100.00% 1.00 0.000 24. The textbook provides word-building games. 100.00% 1.00 0.000 25. The textbook provides various writing activities 100.00% 1.00 0.000 26. The textbook enhances the process of writing 100.00% 1.00 0.000




students to do mathematical activities. 100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

6. There are activities that require students to 100.00% 2.00 0.000

275

conduct a classroom survey. 7. There are predictions or guessing activities. 50.00% 50.00% 1.50 0.707 8. The textbook provides activities that require

computing skills. 100.00% 2.00 0.000

9. Some activities promote critical thinking. 100.00% 2.00 0.000 10. The textbook provides activities that require

problem solving. 100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000

13. There are matching activities. 100.00% 1.00 0.000 14. There are word order activities. 100.00% 1.00 0.000 15. There are sentence order activities. 100.00% 1.00 0.000 16. There are activities that require students to make

a systematic presentation. 100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707

18. Grammar activities are presented inductively. 100.00% 1.00 0.000 19. Grammar activities are presented deductively. 50.00% 50.00% 1.50 0.707 20. There are activities that require students to

describe charts or graphs. 100.00% 1.00 0.000


50.00% 50.00% 1.50 0.707



Palestine" are available. 100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 1.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000


100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 1.00 0.000

No. Fourth Scale: Bodily Kinesthetic Intelligence Yes No Can’t decide Means Standard Deviation


50.00% 50.00% 1.50 0.707


100.00% 1.00 0.000

3. The textbook provides activities that require 50.00% 50.00% 1.50 0.707

276


physical action/s. 50.00% 50.00% 1.50 0.707

5. The textbook provide various kinds of manipulative activities to solve problems or to learn.

100.00% 2.00 0.000


100.00% 2.00 0.000

7. The textbook provides role-play activities. 100.00% 1.00 0.000 8. The textbook provides activities for performing

skits, drama or characterization. 100.00% 2.00 0.000


100.00% 2.00 0.000

10. The textbook provides body language activities. 100.00% 2.00 0.000



50.00% 50.00% 1.50 0.707


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

7. The textbook includes musical cloze activities. 100.00% 2.00 0.000 8. The textbook encourages students to write and

perform their own songs. 100.00% 2.00 0.000

9. The textbook taps out poetic rhythms. 100.00% 2.00 0.000



100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 2.00 0.000

5. The textbook enhances peer tutoring. 100.00% 2.00 0.000 6. The textbook includes activities that help


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

11. The textbook provides group-writing projects. 100.00% 2.00 0.000


1. The textbook includes activities that help 100.00% 1.00 0.000

277

students reflect on their work independently. 2. The textbook enhances self assessment. 100.00%

2.00 0.000

3. The textbook promotes thinking strategies. 100.00% 2.00 0.000 4. The textbook includes imaginative activities. 100.00% 1.00 0.000 5. The textbook includes activities for journal

writing. 100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000




50.00% 50.00% 1.50 0.707


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 1.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


50.00% 50.00% 1.50 0.707


100.00% 2.00 0.000


100.00% 2.00 0.000


Deviation 1. Verbal/ Linguistic Intelligence 1.23 . 2. Logical/ Mathematical Intelligence 1.55 0.034 3. Visual/ Spatial Intelligence 1.38 0.109 4. Bodily/ kinesthetic Intelligence 1.65 0.071 5. Musical Intelligence 1.89 0.157 6. Interpersonal Intelligence 1.73 0.000 7. Intrapersonal Intelligence 1.56 0.000 8. Naturalist Intelligence 1.70 0.283

All Points 1.65 . Class: Fourth Grade Teachers’ Evaluation



90.40% 9.60% 2.81 0.595


55.80% 36.50% 7.70% 2.48 0.641



278


92.30% 7.70% 2.85 0.538


88.50% 1.90% 9.60% 2.79 0.605


36.50% 50.00% 13.50% 2.23 0.675


50.00% 34.60% 15.40% 2.35 0.738




(reading aloud). 88.50% 1.90% 9.60% 2.79 0.605


84.30% 3.90% 11.80% 2.73 0.666


51.90% 17.30% 30.80% 2.21 0.893




74.50% 9.80% 15.70% 2.59 0.753


70.60% 15.70% 13.70% 2.57 0.728


88.50% 5.80% 5.80% 2.83 0.513


66.70% 25.50% 7.80% 2.59 0.638


86.30% 3.90% 9.80% 2.76 0.619







76.50% 13.70% 9.80% 2.67 0.653


50.00% 40.40% 9.60% 2.40 0.664


38.00% 50.00% 12.00% 2.26 0.664


30.00% 52.00% 18.00% 2.12 0.689


46.00% 22.00% 32.00% 2.14 0.881




problem solving. 29.40% 35.30% 35.30% 1.94 0.810


64.70% 15.70% 19.60% 2.45 0.808


52.90% 27.50% 19.60% 2.33 0.792

279




78.70% 17.00% 4.30% 2.74 0.530




61.50% 26.90% 11.50% 2.50 0.700





80.80% 7.70% 11.50% 2.69 0.673


71.20% 11.50% 17.30% 2.54 0.779


70.60% 17.60% 11.80% 2.59 0.698


39.20% 39.20% 21.60% 2.18 0.767


59.60% 13.50% 26.90% 2.33 0.879


41.20% 45.10% 13.70% 2.27 0.695


40.40% 46.20% 13.50% 2.27 0.689


33.30% 47.10% 19.60% 2.14 0.722


72.50% 17.60% 9.80% 2.63 0.662


29.40% 51.00% 19.60% 2.10 0.700


60.80% 21.60% 17.60% 2.43 0.781


65.40% 25.00% 9.60% 2.56 0.669




86.50% 3.80% 9.60% 2.77 0.614


90.40% 9.60% 2.81 0.595


75.00% 15.40% 9.60% 2.65 0.653


78.40% 9.80% 11.80% 2.67 0.683


50.00% 30.80% 19.20% 2.31 0.781


72.00% 8.00% 20.00% 2.52 0.814


280






67.30% 17.30% 15.40% 2.52 0.754


73.10% 21.20% 5.80% 2.67 0.585


73.10% 13.50% 13.50% 2.60 0.721


29.40% 60.80% 9.80% 2.20 0.601


23.10% 67.30% 9.60% 2.13 0.561


33.30% 62.70% 3.90% 2.29 0.540






88.50% 1.90% 9.60% 2.79 0.605


88.50% 3.80% 7.70% 2.81 0.561


90.20% 9.80% 2.80 0.601


25.50% 58.80% 15.70% 2.10 0.640



60.80% 25.50% 13.70% 2.47 0.731


54.90% 27.50% 17.60% 2.37 0.774


42.30% 44.20% 13.50% 2.29 0.696


66.70% 21.60% 11.80% 2.55 0.702


80.00% 16.00% 4.00% 2.76 0.517




80.80% 9.60% 9.60% 2.71 0.637


writing. 17.60% 58.80% 23.50% 1.94 0.645


48.00% 44.00% 8.00% 2.40 0.639


37.50% 41.70% 20.80% 2.17 0.753

281


31.90% 44.70% 23.40% 2.09 0.747




72.50% 19.60% 7.80% 2.65 0.627


68.00% 22.00% 10.00% 2.58 0.673


56.90% 31.40% 11.80% 2.45 0.702


66.70% 31.40% 2.00% 2.65 0.522


72.50% 11.80% 15.70% 2.57 0.755


19.60% 70.60% 9.80% 2.10 0.539


27.50% 60.80% 11.80% 2.16 0.612


52.90% 35.30% 11.80% 2.41 0.698


44.00% 48.00% 8.00% 2.36 0.631


38.00% 54.00% 8.00% 2.30 0.614




Class: Fourth Grade Supervisors’ Evaluation



87.50% 12.50% 2.75 0.707


25.00% 75.00% 2.25 0.463


sentence structure. 87.50% 12.50% 2.75 0.707


87.50% 12.50% 2.75 0.707


75.00% 12.50% 12.50% 2.63 0.744


50.00% 25.00% 25.00% 2.25 0.886


62.50% 25.00% 12.50% 2.50 0.756

9. The textbook provides humor or jokes. 25.00% 62.50% 12.50% 2.13 0.641 10. The textbook provides riddle activities. 42.90% 42.90% 14.30% 2.29 0.756

282

11. The textbook provides activities that help students produce a summary (oral or written).

62.50% 25.00% 12.50% 2.50 0.756


(reading aloud). 62.50% 25.00% 12.50% 2.50 0.756


87.50% 12.50% 2.75 0.707


57.10% 14.30% 28.60% 2.29 0.951




62.50% 12.50% 25.00% 2.38 0.916


62.50% 37.50% 2.25 1.035


62.50% 12.50% 25.00% 2.38 0.916


62.50% 37.50% 2.63 0.518


87.50% 12.50% 2.75 0.707







50.00% 50.00% 2.50 0.535


37.50% 50.00% 12.50% 2.25 0.707


50.00% 37.50% 12.50% 2.38 0.744


25.00% 62.50% 12.50% 2.13 0.641


50.00% 37.50% 12.50% 2.38 0.744




problem solving. 37.50% 37.50% 25.00% 2.13 0.835


50.00% 37.50% 12.50% 2.38 0.744


37.50% 50.00% 12.50% 2.25 0.707

13. There are matching activities. 85.70% 14.30% 2.71 0.756 14. There are word order activities. 71.40% 14.30% 14.30% 2.57 0.787 15. There are sentence order activities. 42.90% 42.90% 14.30% 2.29 0.756 16. There are activities that require students to



25.00% 50.00% 25.00% 2.00 0.756

18. Grammar activities are presented inductively. 25.00% 37.50% 37.50% 1.88 0.835 19. Grammar activities are presented deductively. 62.50% 12.50% 25.00% 2.38 0.916 20. There are activities that require students to 62.50% 12.50% 25.00% 2.38 0.916

283

describe charts or graphs. 21. There are activities that require students to

create charts or graphs. 57.10% 42.90% 2.57 0.535



Palestine" are available. 87.50% 12.50% 2.75 0.707


87.50% 12.50% 2.75 0.707


87.50% 12.50% 2.75 0.707


75.00% 12.50% 12.50% 2.63 0.744


50.00% 50.00% 2.50 0.535


37.50% 50.00% 12.50% 2.25 0.707


62.50% 25.00% 12.50% 2.50 0.756


25.00% 62.50% 12.50% 2.13 0.641


37.50% 50.00% 12.50% 2.25 0.707


37.50% 62.50% 2.38 0.518


25.00% 75.00% 2.25 0.463


50.00% 37.50% 12.50% 2.38 0.744


37.50% 50.00% 12.50% 2.25 0.707





87.50% 12.50% 2.75 0.707


62.50% 25.00% 12.50% 2.50 0.756


62.50% 25.00% 12.50% 2.50 0.756


87.50% 12.50% 2.75 0.707


50.00% 12.50% 37.50% 2.13 0.991


87.50% 12.50% 2.75 0.707




25.00% 62.50% 12.50% 2.13 0.641




75.00% 12.50% 12.50% 2.63 0.744

284


62.50% 25.00% 12.50% 2.50 0.756


87.50% 12.50% 2.75 0.707


50.00% 37.50% 12.50% 2.38 0.744


37.50% 62.50% 2.38 0.518


25.00% 62.50% 12.50% 2.13 0.641

7. The textbook includes musical cloze activities. 50.00% 50.00% 2.50 0.535 8. The textbook encourages students to write and





87.50% 12.50% 2.75 0.707


87.50% 12.50% 2.75 0.707


87.50% 12.50% 2.75 0.707


87.50% 12.50% 1.88 0.354



50.00% 37.50% 12.50% 2.38 0.744


37.50% 50.00% 12.50% 2.25 0.707


50.00% 50.00% 2.50 0.535


62.50% 25.00% 12.50% 2.50 0.756


75.00% 12.50% 12.50% 2.63 0.744




75.00% 25.00% 2.50 0.926


writing. 37.50% 50.00% 12.50% 2.25 0.707


50.00% 37.50% 12.50% 2.38 0.744


62.50% 25.00% 12.50% 2.50 0.756


62.50% 12.50% 25.00% 2.38 0.916




62.50% 25.00% 12.50% 2.50 0.756

2. The textbook includes activities that help 62.50% 25.00% 12.50% 2.50 0.756

285

students categorize and classify objects, elements, etc.


62.50% 25.00% 12.50% 2.50 0.756


75.00% 12.50% 12.50% 2.63 0.744


62.50% 25.00% 12.50% 2.50 0.756


25.00% 62.50% 12.50% 2.13 0.641


50.00% 37.50% 12.50% 2.38 0.744


75.00% 12.50% 12.50% 2.63 0.744


62.50% 12.50% 25.00% 2.38 0.916


62.50% 12.50% 25.00% 2.38 0.916



All Points 2.84 0.285 Class: Fourth Grade (experts, teachers and supervisors)



87.10% 12.90% 2.74 0.676


50.00% 43.50% 6.50% 2.44 0.617




88.70% 11.30% 2.77 0.638


83.90% 3.20% 12.90% 2.71 0.687


37.10% 48.40% 14.50% 2.23 0.688


50.00% 35.50% 14.50% 2.35 0.726

9. The textbook provides humor or jokes. 31.10% 55.70% 13.10% 2.18 0.646 10. The textbook provides riddle activities. 44.10% 35.60% 20.30% 2.24 0.773

11. The textbook provides activities that help students produce a summary (oral or written).

48.40% 38.70% 12.90% 2.35 0.704


(reading aloud). 82.30% 4.80% 12.90% 2.69 0.692


82.00% 4.90% 13.10% 2.69 0.696

15. The content of the textbook contains real-life issues that challenge the reader to think

50.80% 18.00% 31.10% 2.20 0.891

286

critically. 16. The textbook provides literary passages. 34.40% 55.70% 9.80% 2.25 0.623 17. Grammar rules are presented in logical manner



70.50% 11.50% 18.00% 2.52 0.788


68.30% 13.30% 18.30% 2.50 0.792


82.30% 6.50% 11.30% 2.71 0.663


65.00% 28.30% 6.70% 2.58 0.619


83.60% 3.30% 13.10% 2.70 0.691

23. The textbook includes written activities. 87.10% 1.60% 11.30% 2.76 0.645 24. The textbook provides word-building games. 73.80% 11.50% 14.80% 2.59 0.739 25. The textbook provides various writing activities 78.70% 11.50% 9.80% 2.69 0.647





67.70% 19.40% 12.90% 2.55 0.717


70.50% 18.00% 11.50% 2.59 0.692


46.80% 43.50% 9.70% 2.37 0.659


38.30% 50.00% 11.70% 2.27 0.660


28.30% 55.00% 16.70% 2.12 0.666


45.00% 26.70% 28.30% 2.17 0.847



9. Some activities promote critical thinking. 31.10% 39.30% 29.50% 2.02 0785 10. The textbook provides activities that require

problem solving. 29.50% 37.70% 32.80% 1.97 0.795


60.70% 19.70% 19.70% 2.41 0.804


49.20% 32.80% 18.00% 2.31 0.765




68.40% 22.80% 8.80% 2.60 0.651




59.00% 29.50% 11.50% 2.48 0.698




287


79.00% 6.50% 14.50% 2.65 0.726


71.00% 9.70% 19.40% 2.52 0.805


68.90% 16.40% 14.80% 2.54 0.743


39.30% 41.00% 19.70% 2.20 0.749


54.80% 17.70% 27.40% 2.27 0.872


42.60% 42.60% 14.80% 2.28 0.710


37.10% 50.00% 12.90% 2.24 0.670


32.80% 49.20% 18.00% 2.15 0.703


65.60% 24.60% 9.80% 2.56 0.671


27.90% 55.70% 16.40% 2.11 0.661


57.40% 24.60% 18.00% 2.39 0.781


59.70% 27.40% 12.90% 2.47 0.718





83.90% 4.80% 11.30% 2.73 0.657


83.90% 3.20% 12.90% 2.71 0.687


71.00% 17.70% 11.30% 2.60 0.689


77.00% 9.80% 13.10% 2.64 0.708


48.40% 30.60% 21.00% 2.27 0.793


71.70% 10.00% 18.30% 2.53 0.791




22.60% 62.90% 14.50% 2.08 0.609




66.10% 17.70% 16.10% 2.50 0.763


69.40% 22.60% 8.10% 2.61 0.636


72.60% 14.50% 12.90% 2.60 0.712


31.10% 59.00% 9.80% 2.21 0.609


288

students to create songs for skits and plays. 6. The textbook provides activities that require

students to summarize concepts or ideas from songs or poems.

31.10% 63.90% 4.90% 2.26 0.545






85.50% 1.60% 12.90% 2.73 0.682


85.50% 3.20% 11.30% 2.74 0.651


86.90% 13.10% 2.74 0.681


21.30% 63.90% 14.80% 2.07 0.602



57.40% 29.50% 13.10% 2.44 0.719


50.80% 32.80% 16.40% 2.34 0.750


41.90% 46.80% 11.30% 2.31 0.667


63.90% 24.60% 11.50% 2.52 0.698


76.70% 18.30% 5.00% 2.72 0.555




77.40% 8.10% 14.50% 2.63 0.730


writing. 19.70% 59.00% 21.30% 1.98 0.645


46.70% 45.00% 8.30% 2.38 0.640


39.70% 41.10% 19.00% 2.21 0.744


35.10% 42.10% 22.80% 2.12 0.758




68.90% 21.30% 9.80% 2.59 0.668


65.00% 23.30% 11.70% 2.53 0.700


55.70% 32.80% 11.50% 2.44 0.696


65.60% 29.50% 4.90% 2.61 0.585

5. There are activities that help students discriminate between human artifacts (car,

68.90% 13.10% 18.00% 2.51 0.788

289

clothes). 6. The textbook provides activities to be done

outside the classroom (zoo visits, museum visits, nature walks, and field trips).

19.70% 70.50% 9.80% 2.10 0.539


29.50% 59.00% 11.50% 2.18 0.619


54.10% 32.80% 13.10% 2.41 0.716


45.00% 45.00% 10.00% 2.35 0.659


40.00% 50.00% 10.00% 2.30 0.646




290

Appendix (15) Class: Fifth Grade Experts’ Evaluation

No. First Scale: Verbal Linguistic Intelligence



66.70% 33.30% 2.33 1.155


33.30% 66.70% 2.33 0.577




66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.33 1.155




(reading aloud). 66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


33.30% 66.70% 2.33 0.577




66.70% 33.30% 2.33 1.155


33.30% 33.30% 66.70% 1.33 0.577


66.70% 33.30% 2.33 1.155


33.30% 33.30% 33.30% 2.00 1.000


100% 3.00 0.000

23. The textbook includes written activities. 66.70% 33.30% 2.33 1.155 24. The textbook provides word-building games. 66.70% 33.30% 2.33 1.155 25. The textbook provides various writing activities 66.70% 33.30% 2.33 1.155 26. The textbook enhances the process of writing 66.70% 33.30% 2.33 1.155






66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


33.30% 66.70% 2.33 0.577

5. The textbook provides activities that require students to investigate and analyze matters

33.30% 66.70% 2.33 0.577

291

scientifically. 6. There are activities that require students to

conduct a classroom survey. 66.70% 33.30% 2.67 0.577


computing skills. 33.30% 66.70% 2.33 0.577

9. Some activities promote critical thinking. 33.30% 66.70% 2.33 0.577 10. The textbook provides activities that require

problem solving. 33.30% 33.30% 33.30% 2.00 1.000


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577

13. There are matching activities. 66.70% 33.30% 2.33 1.155 14. There are word order activities. 66.70% 33.30% 2.33 1.155 15. There are sentence order activities. 66.70% 33.30% 2.33 1.155 16. There are activities that require students to

make a systematic presentation. 10.00% 2.00 0.000


66.70% 33.30% 2.67 0.577

18. Grammar activities are presented inductively. 66.70% 33.30% 2.33 1.155 19. Grammar activities are presented deductively. 33.30% 66.70% 1.67 1.155 20. There are activities that require students to



33.30% 66.70% 1.67 1.155





66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


33.30% 66.70% 2.33 0.577


33.30% 33.30% 33.30% 2.00 1.000


66.70% 33.30% 2.33 1.155


33.30% 33.30% 33.30% 2.00 1.000


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.33 1.155


66.70% 33.30% 1.67 0.577


33.30% 66.70% 1.67 1.155


33.30% 33.30% 33.30% 2.00 1.000





66.70% 33.30% 2.33 1.155

2. The textbook provides students with activities 66.70% 33.30% 2.33 1.155

292

that require them to act out (an event for example).


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


33.30% 33.30% 33.30% 2.00 1.000


66.70% 33.30% 2.33 1.155

7. The textbook provides role-play activities. 66.70% 33.30% 2.33 1.155 8. The textbook provides activities for performing

skits, drama or characterization. 66.70% 33.30% 2.67 0.577


33.30% 66.70% 2.33 0.577




66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.33 1.155


33.30% 33.30% 33.30% 2.00 1.000


33.30% 66.70% 2.33 0.577


33.30% 66.70% 2.33 0.577



9. The textbook taps out poetic rhythms. 33.30% 66.70% 2.33 0.577



66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


100.00% 2.00 0.000

5. The textbook enhances peer tutoring. 33.30% 66.70% 2.33 0.577 6. The textbook includes activities that help


66.70% 33.30% 2.67 0.577


33.30% 33.30% 33.30% 2.00 1.000


33.30% 66.70% 2.33 0.577


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577

11. The textbook provides group-writing projects. 50.00% 50.00% 2.50 0.707

293



66.70% 33.30% 2.33 1.155

2. The textbook enhances self assessment. 33.30% 33.30% 33.30% 2.00 1.000 3. The textbook promotes thinking strategies. 33.30% 66.70% 2.33 0.577 4. The textbook includes imaginative activities. 33.30% 33.30% 33.30% 2.00 1.000 5. The textbook includes activities for journal

writing. 66.70% 33.30% 2.67 0.577


33.30% 33.30% 33.30% 2.00 1.000


33.30% 66.70% 2.33 0.577


66.70% 33.30% 2.67 0.577




66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


33.30% 33.30% 33.30% 2.00 1.000


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577



All Points 2.81 . Class: Fifth Grade Teachers’ Evaluation



89.10% 10.90% 2.78 0.629


49.10% 43.60% 7.30% 2.42 0.629

294




90.70% 9.30% 2.81 0.585


85.50% 14.50% 2.71 0.712


41.50% 43.40% 15.10% 2.26 0.711


70.90% 12.70% 16.40% 2.55 0.765




(reading aloud). 85.50% 3.60% 10.90% 2.75 0.645


78.20% 5.50% 16.40% 2.62 0.757


72.70% 20.00% 7.30% 2.65 0.615




69.10% 5.50% 25.50% 2.44 0.877


68.50% 9.30% 22.20% 2.46 0.840


85.50% 1.80% 12.70% 2.73 0.679


57.40% 13.00% 29.60% 2.28 0.899


80.00% 3.60% 16.40% 2.64 0.754


o. Second Scale: Logical/ Mathematical





74.10% 14.80% 11.10% 2.63 0.681


43.60% 43.60% 12.70% 2.31 0.690


50.90% 39.60% 9.40% 2.42 0.663


39.60% 43.40% 17.00% 2.23 0.724


40.00% 38.20% 21.80% 2.18 0.772




problem solving. 50.00% 29.60% 20.40% 2.30 0.792

11. There are activities that help students classify 67.90% 7.50% 24.50% 2.43 0.866

295

and categorize. 12. There are activities that require students to

respond to cause and effect. 51.90% 27.80% 20.40% 2.31 0.797




75.90% 11.10% 13.00% 2.63 0.708




65.50% 25.50% 9.10% 2.56 0.660





78.20% 5.50% 16.40% 2.62 0.757


67.30% 14.50% 18.20% 2.49 0.791


74.50% 10.90% 14.50% 2.60 0.735


37.00% 42.60% 20.40% 2.17 0.746


57.40% 16.70% 25.90% 2.31 0.865


59.30% 18.50% 22.20% 2.37 0.831


27.30% 50.90% 21.80% 2.05 0.705


22.20% 55.60% 22.20% 2.00 0.673


76.40% 18.20% 5.50% 2.71 0.567


7.40% 74.10% 18.50% 1.89 0.502


63.00% 16.70% 20.40% 2.43 0.815


65.50% 18.20% 16.40% 2.49 0.767





81.80% 1.80% 16.40% 2.65 0.751


89.10% 1.80% 9.10% 2.80 0.590


80.00% 7.30% 12.70% 2.67 0.695


71.70% 9.40% 18.90% 2.53 0.799


55.60% 18.50% 25.90% 2.30 0.861

6. The textbook provides total physical response 72.20% 13.00% 14.80% 2.57 0.742

296

(TPR) and hands-on activities. 7. The textbook provides role-play activities. 85.50% 1.80% 12.70% 2.73 0.679 8. The textbook provides activities for performing



21.80% 58.20% 20.00% 2.02 0.652




72.70% 12.70% 14.50% 2.58 0.738


67.30% 18.20% 14.50% 2.53 0.742


74.50% 9.10% 16.40% 2.58 0.762


18.50% 66.70% 14.80% 2.04 0.582


22.60% 62.30% 15.10% 2.08 0.615


37.00% 59.30% 3.70% 2.33 0.549




No. Sixth Scale: Interpersonal Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook includes pair work

communicative activities. 89.10% 1.80% 9.10% 2.80 0.590


87.30% 1.80% 10.90% 2.76 0.637


88.70% 1.90% 9.40% 2.79 0.600


19.20% 57.70% 23.10% 1.96 0.656



57.40% 33.30% 9.30% 2.48 0.666


49.10% 28.30% 22.60% 2.26 0.812


40.00% 40.00% 20.00% 2.20 0.755


75.90% 9.30% 14.80% 2.61 0.738


81.10% 5.70% 13.20% 2.68 0.701




85.50% 3.60% 10.90% 2.75 0.645


writing. 15.10% 60.40% 24.50% 1.91 0.628

297


47.20% 37.70% 15.10% 2.32 0.728


34.60% 44.20% 21.20% 2.13 0.742


38.00% 30.00% 32.00% 2.06 0.843




73.60% 11.30% 15.10% 2.58 0.745


73.60% 17.00% 9.40% 2.64 0.653


55.60% 29.60% 14.80% 2.41 0.740


70.40% 24.10% 5.60% 2.65 0.588


77.40% 5.70% 17.00% 2.60 0.768


26.40% 62.30% 11.30% 2.15 0.601


42.60% 44.40% 13.00% 2.30 0.690


61.10% 29.60% 9.30% 2.52 0.666


75.50% 13.20% 11.30% 2.64 0.682


75.50% 18.90% 5.70% 2.70 0.575




Class: Fifth Grade Supervisors Evaluation



83.30% 16.70% 2.67 0.816


33.30% 50.00% 16.70% 2.17 0.753




83.30% 16.70% 2.67 0.816


83.30% 16.70% 2.67 0.816


16.70% 66.70% 16.70% 2.00 0.632

298


50.00% 50.00% 2.50 0.548

9. The textbook provides humor or jokes. 66.70% 33.30% 2.67 0.516 10. The textbook provides riddle activities. 40.00% 40.00% 20.00% 2.20 0.837 11. The textbook provides activities that help



(reading aloud). 66.70% 16.70% 16.70% 2.50 0.837


66.70% 16.70% 16.70% 2.50 0.837


66.70% 16.70% 16.70% 2.50 0.837




83.30% 16.70% 2.67 0.816


66.70% 33.30% 2.67 0.516


66.70% 16.70% 16.70% 2.50 0.837


16.70% 66.70% 16.70% 2.00 0.632


66.70% 16.70% 16.70% 2.50 0.837







33.30% 50.00% 16.70% 2.17 0.753


16.70% 50.00% 33.30% 1.83 0.753


50.00% 33.30% 16.70% 2.33 0.816


16.70% 50.00% 33.30% 1.83 0.753


33.30% 33.30% 33.30% 2.00 0.894




problem solving. 33.30% 33.30% 33.30% 2.00 0.894


66.70% 33.30% 2.33 1.033


50.00% 33.30% 16.70% 2.33 0.816

13. There are matching activities. 83.30% 16.70% 2.67 0.816 14. There are word order activities. 83.30% 16.70% 2.67 0.816 15. There are sentence order activities. 50.00% 33.30% 16.70% 2.33 0.816 16. There are activities that require students to


17. The activities that are presented in the textbook 66.70% 16.70% 16.70% 2.50 0.837

299

include a wide variety of cognitive skills. 18. Grammar activities are presented inductively. 33.30% 33.30% 33.30% 2.00 0.894 19. Grammar activities are presented deductively. 50.00% 16.70% 33.30% 2.17 0.983 20. There are activities that require students to



60.00% 20.00% 20.00% 2.40 0.894





83.30% 16.70% 2.67 0.816


66.70% 33.30% 2.33 1.033


66.70% 33.30% 2.33 1.033


33.30% 33.30% 33.30% 2.00 0.894


66.70% 16.70% 16.70% 2.50 0.837


50.00% 33.30% 16.70% 2.33 0.816


50.00% 50.00% 2.50 0.548


66.70% 33.30% 2.67 0.516


16.70% 66.70% 16.70% 2.00 0.632


16.70% 83.30% 2.17 0.408


33.30% 50.00% 16.70% 2.17 0.753


16.70% 83.30% 2.17 0.408





100.00% 3.00 0.000


83.30% 16.70% 2.67 0.816


50.00% 16.70% 33.30% 2.17 0.983


66.70% 33.30% 2.33 1.033


50.00% 33.30% 16.70% 2.33 0.816


83.30% 16.70% 2.83 0.408

7. The textbook provides role-play activities. 66.70% 16.70% 16.70% 2.50 0.837 8. The textbook provides activities for

performing skits, drama or characterization. 33.30% 50.00% 16.70% 2.17 0.753


33.30% 50.00% 16.70% 2.17 0.753

10. The textbook provides body language activities.

83.30% 16.70% 2.67 0.816

300



83.30% 16.70% 2.67 0.816


66.70% 16.70% 16.70% 2.50 0.837


83.30% 16.70% 2.67 0.816


50.00% 50.00% 2.50 0.548


16.70% 66.70% 16.70% 2.00 0.632


16.70% 83.30% 2.17 0.408






83.30% 16.70% 2.67 0.816


83.30% 16.70% 2.67 0.816


83.30% 16.70% 2.67 0.816


33.30% 66.70% 2.33 0.516



33.30% 50.00% 16.70% 2.17 0.753


16.70% 50.00% 33.30% 1.83 0.753


50.00% 33.30% 16.70% 2.33 0.816


50.00% 33.30% 16.70% 2.33 0.816


83.30% 16.70% 2.67 0.816




66.70% 33.30% 2.33 1.033


writing. 33.30% 50.00% 16.70% 2.17 0.753


33.30% 50.00% 16.70% 2.17 0.753


66.70% 33.30% 2.33 1.033


83.30% 16.70% 2.83 0.408

301



50.00% 33.30% 16.70% 2.33 0.816


66.70% 16.70% 16.70% 2.50 0.837


50.00% 16.70% 33.30% 2.17 0.983


50.00% 16.70% 33.30% 2.17 0.983


66.70% 33.30% 2.33 1.033


33.30% 33.30% 33.30% 2.00 0.894


16.70% 50.00% 33.30% 1.83 0.753


66.70% 16.70% 16.70% 2.50 0.837


60.00% 20.00% 20.00% 2.40 0.894


33.30% 33.30% 33.30% 2.00 0.894



All Points 2.53 . Class: Fifth Grade (experts, teachers, supervisors)



87.50% 12.50% 2.75 0.667


46.90% 45.30% 7.80% 2.39 0.633


86.90% 1.60% 11.50% 2.75 0.650


84.10% 15.90% 2.68 0.737


88.90% 11.10% 2.78 0.634


84.40% 15.60% 2.69 0.732


40.30% 45.20% 14.50% 2.26 0.700


68.80% 15.60% 15.60% 2.53 0.755



67.20% 20.30% 12.50% 2.55 0.711

12. The textbook provides silent reading 48.40% 43.80% 7.80% 2.41 0.635

302

activities. 13. The textbook provides oral reading activities

(reading aloud). 82.80% 4.70% 12.50% 2.70 0.683


76.60% 7.80% 15.60% 2.61 0.748


70.30% 21.90% 7.80% 2.63 0.630

16. The textbook provides literary passages. 39.10% 48.40% 12.50% 2.27 0.672 17. Grammar rules are presented in logical

manner and in increasing order of difficulty. 69.80% 15.90% 14.30% 2.56 0.736


70.30% 4.70% 25.00% 2.45 0.872


65.10% 12.70% 22.20% 2.43 0.837


82.80% 3.10% 14.10% 2.69 0.710


52.40% 19.00% 28.60% 2.24 0.875


79.40% 4.80% 15.90% 2.63 0.747


activities 79.70% 6.30% 14.10% 2.66 0.718





68.80% 14.10% 17.20% 2.52 0.776


69.80% 17.50% 12.70% 2.57 0.712


42.20% 43.80% 14.10% 2.28 0.701


50.00% 40.30% 9.70% 2.40 0.664


37.10% 45.20% 17.70% 2.19 0.721


40.60% 37.50% 21.90% 2.19 0.774




problem solving. 47.60% 30.20% 22.20% 2.25 0.803


67.70% 6.50% 25.80% 2.42 0.879


52.40% 28.60% 19.00% 2.33 0.783




74.60% 12.70% 12.70% 2.62 0.705

18. Grammar activities are presented inductively. 54.70% 21.90% 23.40% 2.31 0.833 19. Grammar activities are presented deductively. 31.70% 28.30% 40.00% 1.92 0.850

303


73.40% 15.60% 10.90% 2.62 0.678

21. There are activities that require students to create charts or graphs. 63.50% 23.80% 12.70% 2.51 0.716



64.10% 20.30% 15.60% 2.48 0.756


78.10% 4.70% 17.20% 2.61 0.769


67.20% 12.50% 20.30% 2.47 0.816


73.40% 9.40% 17.20% 2.56 0.774


36.50% 42.90% 20.60% 2.16 0.745


57.10% 17.50% 25.40% 2.32 0.858


58.70% 19.00% 22.20% 2.37 0.829


29.70% 50.00% 20.30% 2.09 0.706


28.60% 52.40% 19.00% 2.10 0.689


70.30% 21.90% 7.80% 2.62 0.630


7.90% 74.60% 17.50% 1.90 0.499


58.70% 19.00% 22.20% 2.37 0.826


59.40% 25.00% 15.60% 2.44 0.753





82.80% 1.60% 15.60% 2.67 0.736


87.50% 1.60% 10.90% 2.77 0.636


76.60% 7.80% 15.60% 2.61 0.748


71.00% 8.10% 21.00% 2.50 0.825


54.00% 20.60% 25.40% 2.29 0.851


73.00% 12.70% 14.30% 2.59 0.733




23.40% 57.80% 18.80% 2.05 0.653


87.30% 6.30% 6.30% 2.81 0.535




73.40% 10.90% 15.60% 2.58 0.752

304


67.20% 18.80% 14.10% 2.53 0.734


75.00% 7.80% 17.20% 2.58 0.773


22.20% 63.50% 14.30% 2.08 0.604


22.60% 62.90% 14.50% 2.08 0.609


34.90% 61.90% 3.20% 2.32 0.534


29.70% 48.40% 21.90% 2.08 0.719


17.70% 61.30% 21.00% 1.97 0.626




87.50% 1.60% 10.90% 2.77 0.636


85.90% 1.60% 12.50% 2.73 0.672


87.10% 1.60% 11.30% 2.76 0.645


19.70% 60.70% 19.70% 2.00 0.632



55.60% 34.90% 9.50% 2.46 0.668


45.20% 30.60% 24.20% 2.21 0.813


40.60% 40.60% 18.80% 2.22 0.745


73.00% 11.10% 15.90% 2.57 0.756


80.60% 6.50% 12.90% 2.68 0.696


45.00% 33.30% 21.70% 2.23 0.789



students reflect on their work independently. 82.80% 3.10% 14.10% 2.69 0.710


writing. 19.40% 58.10% 22.60% 1.97 0.652


45.20% 38.70% 16.10% 2.29 0.733


37.70% 41.00% 21.30% 2.16 0.757


44.10% 28.80% 27.10% 2.17 0.834



71.00% 12.90% 16.10% 2.55 0.761

305


72.60% 17.70% 9.70% 2.63 0.659


55.60% 28.60% 15.90% 2.40 0.752


68.30% 23.80% 7.90% 2.60 0.636


75.80% 6.50% 17.70% 2.58 0.780


27.40% 58.10% 14.50% 2.13 0.640


41.30% 44.40% 14.30% 2.27 0.700


61.90% 28.60% 9.50% 2.52 0.669


73.80% 14.80% 11.50% 2.62 0.687


71.00% 21.00% 8.10% 2.63 0.633




306

Appendix (16) Class: Sixth Grade Experts’ Evaluation



100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000

9. The textbook provides humor or jokes. 100.00% 3.00 0.000 10. The textbook provides riddle activities. 50.00% 50.00% 2.50 0.707 11. The textbook provides activities that help


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707

16. The textbook provides literary passages. 100.00% 2.00 0.000 17. Grammar rules are presented in logical

manner and in increasing order of difficulty. 50.00% 50.00% 2.00 1.414


50.00% 50.00% 2.00 1.414


50.00% 50.00% 2.00 1.414


100.00% 3.00 0.000


50.00% 50.00% 2.00 1.414


100.00% 3.00 0.000

23. The textbook includes written activities. 100.00% 3.00 0.000 24. The textbook provides word-building games. 100.00% 3.00 0.000 25. The textbook provides various writing

activities 100.00% 3.00 0.000

26. The textbook enhances the process of writing 100.00% 3.00 0.000




50.00% 50.00% 2.00 1.414


100.00% 3.00 0.000

3. The textbook helps students design and 100.00% 3.00 0.000

307

conduct experiments. 4. The textbook provides activities that require

students to collect data. 50.00% 50.00% 2.50 0.707


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000

7. There are predictions or guessing activities. 100.00% 3.00 0.000 8. The textbook provides activities that require



problem solving. 50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000


100.00% 3.00 0.000

13. There are matching activities. 100.00% 3.00 0.000 14. There are word order activities. 100.00% 3.00 0.000 15. There are sentence order activities. 100.00% 3.00 0.000 16. There are activities that require students to

make a systematic presentation. 50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000

18. Grammar activities are presented inductively. 100.00% 3.00 0.000 19. Grammar activities are presented deductively. 50.00% 50.00% 2.00 1.414 20. There are activities that require students to



50.00% 50.00% 2.00 1.414





100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707

308

No. Fourth Scale: Bodily Kinesthetic Intelligence



100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000

7. The textbook provides role-play activities. 100.00% 3.00 0.000 8. The textbook provides activities for

performing skits, drama or characterization. 100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.00 1.414


50.00% 50.00% 2.50 0.707


50.00% 50.00% 2.50 0.707


50.00% 50.00% 2.50 0.707


50.00% 50.00% 2.00 1.414




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707



100.00% 3.00 0.000


50.00% 50.00% 2.50 0.707

8. The textbook includes activities for peer 100.00% 2.00 0.000

309

editing, (giving and receiving feedback). 9. The textbook includes group work brain

storming activities. 100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000



students reflect on their work independently. 100.00% 3.00 0.000

2. The textbook enhances self assessment. 50.00% 50.00% 2.00 1.414 3. The textbook promotes thinking strategies. 50.00% 50.00% 2.50 0.707 4. The textbook includes imaginative activities. 50.00% 50.00% 2.50 0.707 5. The textbook includes activities for journal

writing. 100.00% 3.00 0.000


50.00% 50.00% 2.00 1.414


50.00% 50.00% 2.50 0.707


100.00% 3.00 0.000




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


50.00% 50.00% 2.00 1.414


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


Deviation 1. Verbal/ Linguistic Intelligence 2.75 0.245 2. Logical/ Mathematical Intelligence 2.71 0.404 3. Visual/ Spatial Intelligence 2.77 0.000 4. Bodily/ kinesthetic Intelligence 2.90 0.141 5. Musical Intelligence 2.56 0.471 6. Interpersonal Intelligence 2.64 . 7. Intrapersonal Intelligence 2.28 0.550 8. Naturalist Intelligence 2.90 0.141

All Points 2.81 .

310

Class: Sixth Grade Teachers’ Evaluation



86.00% 14.00% 2.72 0.701


54.40% 35.10% 10.50% 2.44 0.682




82.50% 17.50% 2.65 0.767


82.50% 17.50% 2.65 0.767


35.10% 42.10% 22.80% 2.12 0.758


71.90% 8.80% 19.30% 2.53 0.804




(reading aloud). 83.90% 3.60% 12.50% 2.71 0.680


73.70% 5.30% 21.10% 2.53 0.826


68.40% 14.00% 17.50% 2.51 0.782




75.00% 5.40% 19.60% 2.55 0.807


73.20% 12.50% 14.30% 2.59 0.733


84.20% 3.50% 12.30% 2.72 0.675


64.30% 12.50% 23.20% 2.41 0.848


80.70% 3.50% 15.80% 2.65 0.744







78.60% 8.90% 12.50% 2.66 0.695


64.90% 19.30% 15.80% 2.49 0.759


68.50% 13.00% 18.50% 2.50 0.795


61.80% 16.40% 21.80% 2.40 0.830

311


conduct a classroom survey. 64.90% 8.80% 26.30% 2.39 0.881




problem solving. 61.40% 21.10% 17.50% 2.44 0.780


75.00% 7.10% 17.90% 2.57 0.783


71.40% 10.70% 17.90% 2.54 0.785




74.50% 9.10% 16.40% 2.58 0.762




68.40% 19.30% 12.30% 2.56 0.708





78.90% 7.00% 14.00% 2.65 0.719


66.70% 12.30% 21.10% 2.46 0.825


73.20% 7.10% 19.60% 2.54 0.808


33.30% 33.30% 33.30% 2.00 0.824


54.40% 10.50% 35.10% 2.19 0.934


53.60% 28.60% 17.90% 2.36 0.773


29.80% 47.40% 22.80% 2.07 0.728


26.80% 48.20% 25.00% 2.02 0.726


76.40% 12.70% 10.90% 2.65 0.673


19.60% 66.10% 14.30% 2.05 0.585


63.60% 9.10% 27.30% 2.36 0.890


63.20% 12.30% 24.60% 2.39 0.861





71.40% 7.10% 21.40% 2.50 0.831


312



78.60% 3.60% 17.90% 2.61 0.779


75.00% 8.90% 16.10% 2.59 0.757


55.40% 16.10% 28.60% 2.27 0.884


69.60% 10.70% 19.60% 2.50 0.809




17.50% 54.40% 28.10% 1.89 0.673




66.70% 7.00% 26.30% 2.40 0.884


71.90% 10.50% 17.50% 2.54 0.781


75.40% 5.30% 19.30% 2.56 0.802


39.30% 41.10% 19.60% 2.20 0.749


19.60% 60.70% 19.60% 2.00 0.632


35.70% 53.60% 10.70% 2.25 0.640






86.00% 14.00% 2.72 0.701


84.20% 1.80% 14.00% 2.70 0.706


85.70% 14.30% 2.71 0.706


46.40% 21.40% 32.10% 2.14 0.883



71.90% 12.30% 15.80% 2.56 0.756


62.50% 14.30% 23.20% 2.39 0.846


36.80% 45.60% 17.50% 2.19 0.718


71.40% 12.50% 16.10% 2.55 0.761


78.20% 5.50% 16.40% 2.62 0.757


313



77.20% 5.30% 17.50% 2.60 0.776


writing. 28.60% 48.20% 23.20% 2.05 0.724


59.30% 18.50% 22.20% 2.37 0.831


40.70% 22.20% 37.00% 2.04 0.889


47.10% 15.70% 37.30% 2.10 0.922




78.20% 7.30% 14.50% 2.64 0.729


78.20% 9.10% 12.70% 2.65 0.700


67.90% 17.90% 14.30% 2.54 0.738


76.40% 7.30% 16.40% 2.60 0.760


73.20% 7.10% 19.60% 2.54 0.808


21.40% 60.70% 17.90% 2.04 0.631


58.90% 19.60% 21.40% 2.37 0.822


73.20% 14.30% 12.50% 2.61 0.705


72.70% 9.10% 18.20% 2.55 0.789


74.50% 10.90% 14.50% 2.60 0.735




Class: Sixth Grade Supervisors’ Evaluation



100.00% 3.00 0.000


40.00% 60.00% 2.40 0.548

314


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


80.00% 20.00% 2.80 0.447


80.00% 20.00% 2.60 0.894


80.00% 20.00% 2.80 0.447




60.00% 20.00% 20.00% 2.40 0.894


100.00% 3.00 0.000


100.00% 3.00 0.000


80.00% 20.00% 2.60 0.894

16. The textbook provides literary passages. 40.00% 60.00% 2.40 0.548 17. Grammar rules are presented in logical

manner and in increasing order of difficulty. 100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


80.00% 20.00% 2.80 0.447


60.00% 40.00% 2.60 0.548


100.00% 3.00 0.000


activities 100.00% 3.00 0.000

26. The textbook enhances the process of writing 80.00% 20.00% 2.80 0.447




80.00% 20.00% 2.60 0.894


60.00% 40.00% 2.60 0.548


20.00% 60.00% 20.00% 2.00 0.707


60.00% 40.00% 2.60 0.548


20.00% 80.00% 2.20 0.447


80.00% 20.00% 2.80 0.447



315


problem solving. 60.00% 20.00% 20.00% 2.40 0.894


100.00% 3.00 0.000


80.00% 20.00% 2.80 0.447

13. There are matching activities. 100.00% 3.00 0.000 14. There are word order activities. 100.00% 3.00 0.000 15. There are sentence order activities. 60.00% 40.00% 2.60 0.548 16. There are activities that require students to



80.00% 20.00% 2.60 0.894

18. Grammar activities are presented inductively. 40.00% 60.00% 2.40 0.548 19. Grammar activities are presented deductively. 80.00% 20.00% 2.80 0.447 20. There are activities that require students to



75.00% 25.00% 2.75 0.500



100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


80.00% 20.00% 2.80 0.447


20.00% 80.00% 2.20 0.447


20.00% 80.00% 2.20 0.447


60.00% 40.00% 2.60 0.548


40.00% 60.00% 2.40 0.548





100.00% 3.00 0.000


100.00% 3.00 0.000


80.00% 20.00% 2.80 0.447

316


100.00% 3.00 0.000


80.00% 20.00% 2.60 0.894


100.00% 3.00 0.000

7. The textbook provides role-play activities. 80.00% 20.00% 2.80 0.447 8. The textbook provides activities for

performing skits, drama or characterization. 60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


100.00% 3.00 0.000




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


80.00% 20.00% 2.80 0.447


60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


60.00% 20.00% 20.00% 2.40 0.894


50.00% 50.00% 2.50 0.577




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


20.00% 60.00% 20.00% 2.00 0.707



60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


317



students reflect on their work independently. 80.00% 20.00% 2.60 0.894

2. The textbook enhances self assessment. 60.00% 40.00% 2.60 0.548 3. The textbook promotes thinking strategies. 100.00% 3.00 0.000 4. The textbook includes imaginative activities. 60.00% 40.00% 2.60 0.548 5. The textbook includes activities for journal

writing. 40.00% 60.00% 2.40 0.548


60.00% 40.00% 2.60 0.548


60.00% 40.00% 2.60 0.548


80.00% 20.00% 2.60 0.894




80.00% 20.00% 2.80 0.447


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


60.00% 40.00% 2.60 0.548


40.00% 40.00% 20.00% 2.20 0.837


100.00% 3.00 0.000


80.00% 20.00% 2.60 0.894


80.00% 20.00% 2.60 0.894




Class: Sixth Grade (experts, teachers, supervisors) No. First Scale: Verbal Linguistic Intelligence Yes No Can’t decide Means Standard

Deviation 1. The textbook provides students with

listening activities. 87.50% 12.50% 2.75 0.667

2. The textbook provides authentic listening activities (such as listening to CDs, TV,

53.10% 37.50% 9.40% 2.44 0.664

318

radio, etc.). 3. The textbook provides pronunciation

activities. 85.50% 14.50% 2.71 0.710


76.20% 7.90% 15.90% 2.60 0.752


84.40% 15.60% 2.69 0.732


82.80% 1.60% 15.60% 2.67 0.736


40.60% 73.50% 21.90% 2.19 0.774


73.40% 9.40% 17.20% 2.56 0.774



75.00% 7.80% 17.20% 2.58 0.773


53.10% 20.30% 26.60% 2.27 0.859


85.70% 3.20% 11.10% 2.75 0.647


76.60% 4.70% 18.80% 2.58 0.793


68.80% 14.10% 17.20% 2.52 0.776




67.20% 4.80% 19.00% 2.57 0.797


74.60% 11.10% 14.30 2.60 0.730


84.40% 4.70% 10.90% 2.73 0.648


63.50% 14.30% 22.20% 2.41 0.835


82.80% 3.10% 14.10% 2.69 0.710

23. The textbook includes written activities. 87.50% 12.50% 2.75 0.667 24. The textbook provides word-building games. 77.80% 4.80% 17.50% 2.60 0.773 25. The textbook provides various writing

activities 81.30% 4.70% 14.10% 2.67 0.714





71.40% 12.70% 15.90% 2.56 0.757


77.80% 11.10% 11.10% 2.67 0.672


62.50% 21.90% 15.60% 2.47 0.755


67.20% 16.40% 16.40% 2.51 0.766


58.10% 22.60% 19.40% 2.39 0.797


67.20% 9.40% 23.40% 2.44 0.852

7. There are predictions or guessing activities. 84.10% 4.80% 11.10% 2.73 0.653

319

8. The textbook provides activities that require computing skills.

31.10% 44.30% 24.60% 2.07 0.750


problem solving. 60.90% 21.90% 17.20% 2.44 0.774


77.80% 6.30% 15.90% 2.62 0.750


73.00% 11.10% 15.90% 2.57 0.756




75.80% 8.10% 16.10% 2.60 0.757




68.30% 19.00% 12.70% 2.56 0.713





81.30% 6.30% 12.50% 2.69 0.687


70.30% 10.90% 18.80% 2.52 0.797


76.20% 6.30% 17.50% 2.59 0.775


35.90% 34.40% 29.70% 2.06 0.814


54.70% 14.10% 31.30% 2.23 0.904


55.60% 28.60% 15.90% 2.40 0.752


32.80% 46.90% 20.30% 2.12 0.724


33.30% 44.40% 22.20% 2.11 0.743


72.60% 17.70% 9.70% 2.63 0.659


20.60% 66.70% 12.70% 2.08 0.576


64.50% 11.30% 24.20% 2.40 0.858


60.90% 17.20% 21.90% 2.39 0.828





74.60% 6.30% 19.00% 2.56 0.799


87.50% 12.50% 2.75 0.667


320


physical action/s. 77.80% 7.90% 14.30% 2.63 0.725


57.10% 15.90% 27.00% 2.30 0.873


73.00% 9.50% 17.50% 2.56 0.778




21.90% 53.10% 25.00% 1.97 0.689


88.90% 1.60% 9.50% 2.79 0.600




70.30% 6.30% 23.40% 2.47 0.854


75.00% 9.40% 15.60% 2.59 0.750


78.10% 4.70% 17.20% 2.61 0.769


42.90% 38.10% 19.00% 2.24 0.756


23.80% 58.70% 17.50% 2.06 0.644


38.10% 52.40% 9.50% 2.29 0.633


27.00% 54.00% 19.00% 2.08 0.679


25.00% 56.70% 18.30% 2.07 0.660




87.50% 12.50% 2.75 0.667


85.90% 1.60% 12.50% 2.73 0.672


87.30% 12.70% 2.75 0.671


44.40% 25.40% 30.20% 2.14 0.859



71.90% 14.10% 14.10% 2.58 0.730


61.90% 17.50% 20.60% 2.41 0.816


40.60% 43.80% 15.60% 2.25 0.713


74.60% 11.10% 14.30% 2.60 0.730


80.60% 4.80% 14.50% 2.66 0.723


50.00% 38.50% 11.50% 2.38 0.690

321



78.10% 4.70% 17.20% 2.61 0.769


writing. 31.70% 47.60% 20.60% 2.11 0.721


59.00% 19.70% 21.30% 2.38 0.820


42.60% 24.60% 32.80% 2.10 0.870


51.70% 13.80% 34.50% 2.17 0.920




79.00% 8.10% 12.90% 2.66 0.700


80.60% 8.10% 11.30% 2.69 0.667


71.40% 15.90% 12.70% 2.59 0.710


79.00% 6.50% 14.50% 2.65 0.726


76.20% 6.30% 17.50% 2.59 0.775


25.40% 57.10% 17.50% 2.08 0.655


58.70% 20.60% 20.60% 2.38 0.812


76.20% 12.70% 11.10% 2.65 0.676


74.20% 8.10% 17.70% 2.56 0.781


75.80% 9.70% 14.50% 2.61 0.732




322

Appendix (17) Class: Seventh Grade Experts’ Evaluation



66.70% 33.30% 2.33 1.155


100.00% 2.00 0.000




66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


60.70% 33.30% 2.67 0.577


66.70% 33.30% 2.33 1.155




(reading aloud). 66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


100.00% 2.00 0.000


and in increasing order of difficulty. 100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


66.70% 33.30% 2.33 1.155


100.00% 1.00 0.000


66.70% 33.30% 2.33 1.155

23. The textbook includes written activities. 66.70% 33.30% 2.33 1.155 24. The textbook provides word-building games. 66.70% 33.30% 2.33 1.155 25. The textbook provides various writing activities 66.70% 33.30% 2.33 1.155 26. The textbook enhances the process of writing 66.70% 33.30% 2.33 1.155






66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 1.67 0.577


66.70% 33.30% 1.67 0.577

323


conduct a classroom survey. 66.70% 33.30% 2.33 1.155




problem solving. 66.70% 33.30% 1.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577

13. There are matching activities. 66.70% 33.30% 2.33 1.155 14. There are word order activities. 66.70% 33.30% 2.33 1.155 15. There are sentence order activities. 66.70% 33.30% 2.33 1.155 16. There are activities that require students to



66.70% 33.30% 2.67 0.577

18. Grammar activities are presented inductively. 66.70% 33.30% 2.33 1.155 19. Grammar activities are presented deductively. 100.00% 1.00 0.000 20. There are activities that require students to



100.00% 1.00 0.000





66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.40% 2.67 0.577


66.70% 33.30% 1.67 0.577


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.67 0.577


66.70% 33.30% 1.67 0.577


66.70% 33.30% 2.67 0.577


100.00% 2.00 0.000





66.70% 33.30% 2.33 1.155


324



66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 1.67 0.577


66.70% 33.30% 2.33 1.155

7. The textbook provides role-play activities. 66.70% 33.30% 2.33 1.155 8. The textbook provides activities for performing

skits, drama or characterization. 66.70% 33.30% 2.67 0.577


100.00% 2.00 0.000




66.70%

33.30% 2.67 0.577


66.70% 33.30% 2.67 0.577


66.70% 33.30% 2.33 1.155


33.30% 66.70% 1.33 0.577


100.00% 2.00 0.000


100.00% 2.00 0.000






66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


100.00% 2.00 0.000



66.70% 33.30% 2.33 1.155


66.70% 33.30% 1.67 0.577


100.00% 2.00 0.000


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155

11. The textbook provides group-writing projects. 100.00 3.00 0.000

325



66.70% 33.30% 2.33 1.155

2. The textbook enhances self assessment. 100.00% 1.00 0.000 3. The textbook promotes thinking strategies. 100.00% 2.00 0.000 4. The textbook includes imaginative activities. 66.70% 33.30% 1.67 0.577 5. The textbook includes activities for journal

writing. 66.70% 33.30% 2.33 1.155


100.00% 1.00 0.000


66.70% 33.30% 1.67 0.577


66.70% 33.30% 2.33 1.155




66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


33.30% 66.70% 1.33 0.577


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155


66.70% 33.30% 2.33 1.155




Class: Seventh Grade Teachers’ Evaluation



82.80% 17.20% 2.66 0.762


54.40% 33.30% 12.30% 2.42 0.706

326




82.10% 3.60% 14.30% 2.68 0.716


77.60% 3.40% 19.00% 2.59 0.795


46.60% 36.20% 17.20% 2.29 0.749


67.20% 13.80% 19.00% 2.48 0.800




(reading aloud). 81.00% 3.40% 15.50% 2.66 0.739


79.30% 5.20% 15.50% 2.64 0.742


65.50% 8.60% 25.90% 2.40 0.877




65.50% 10.90% 23.60% 2.42 0.854


66.70% 19.30% 14.00% 2.53 0.734


67.20% 19.00% 13.80% 2.53 0.731


66.70% 14.00% 19.30%

2.47 0.804


70.70% 8.60% 20.70% 2.50 0.822







70.20% 7.00% 22.80% 2.47 0.847


60.30% 17.20% 22.40% 2.38 0.834


66.10% 17.90% 16.10% 2.50 0.763


57.10% 17.90% 25.00% 2.32 0.855


67.20% 8.60% 24.10% 2.43 0.861




problem solving. 51.70% 22.40% 25.90% 2.26 0.849


327






61.10% 14.80% 24.10% 2.37 0.853




56.10% 35.10% 8.80% 2.47 0.658





70.20% 19.30% 10.50% 2.60 0.678


66.70% 17.50% 15.80% 2.51 0.759


65.50% 19.00% 15.50% 2.50 0.755


34.50% 43.10% 22.40% 2.12 0.751


47.40% 24.60% 28.10% 2.19 0.854


47.40% 38.60% 14.00% 2.33 0.715


31.60% 43.90% 24.60% 2.07 0.753


39.70% 34.50% 25.90% 2.14 0.805


70.70% 15.50% 13.80% 2.57 0.728


19.30% 63.20% 17.50% 2.02 0.612


63.20% 12.30% 24.60% 2.39 0.861


53.40% 19.00% 27.60% 2.26 0.870





78.90% 7.00% 14.00% 2.65 0.719


80.70% 5.30% 14.00% 2.67 0.715


75.40% 5.30% 19.30% 2.56 0.802


64.30% 17.90% 17.90% 2.46 0.785


42.10% 24.60% 33.30% 2.09 0.872


328




26.30% 56.10% 17.50% 2.09 0.662




63.20% 21.10% 15.80% 2.47 0.758


71.90% 14.00% 14.00% 2.58 0.731


71.90% 19.30% 8.80% 2.63 0.645


25.00% 58.90% 16.10% 2.09 0.640


25.00% 60.70% 14.30% 2.11 0.623


30.40% 53.60% 16.10% 2.14 0.672






79.30% 3.40% 17.20% 2.62 0.768


79.30% 3.40% 17.20% 2.62 0.768


84.20% 15.80% 2.68 0.736


40.40% 29.80% 29.80% 2.11 0.838



67.90% 10.70% 21.40% 2.46 0.830


50.90% 19.30% 29.80% 2.21 0.881


37.90% 36.20% 25.90% 2.12 0.796


67.20% 10.30% 22.40% 2.45 0.841


67.90% 7.10% 25.00% 2.43 0.871




75.90% 6.90% 17.20% 2.59 0.773


writing. 22.80% 43.90% 33.30% 1.89 0.748

6. The textbook includes activities for 50.90% 23.60% 25.50% 2.25 0.844

329

independent readings. 7. The textbook provides activities for reflection

time for students. 50.90% 17.00% 32.10% 2.19 0.900


62.30% 17.00% 20.80% 2.42 0.819




73.20% 5.40% 21.40% 2.52 0.831


78.20% 3.60% 18.20% 2.60 0.784


60.70% 26.80% 12.50% 2.48 0.713


73.20% 8.90% 17.90% 2.55 0.784


70.20% 10.50% 19.30% 2.51 0.805


31.60% 50.90% 17.50% 2.14 0.693


51.80% 17.90% 30.40% 2.21 0.889


68.40% 12.30% 19.30% 2.49 0.805


67.90% 8.90% 23.20% 2.45 0.851


66.10% 12.50% 21.40% 2.45 0.829




Class: Seventh Grade Supervisors’



100.00% 3.00 0.000


50.00% 50.00% 2.50 0.548


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


83.30% 16.70% 2.83 0.408


66.70% 16.70% 16.70% 2.50 0.837

330


66.70% 33.30% 2.67 0.516




50.00% 33.30% 16.70% 2.33 0.816


100.00% 3.00 0.000


83.30% 16.70% 2.83 0.408


66.70% 16.70% 16.70% 2.50 0.837


manner and in increasing order of difficulty. 100.00% 3.00 0.000


100.00% 3.00 0.000


83.30% 16.70% 2.83 0.408


83.30% 16.70% 2.83 0.408


66.70% 33.30% 2.67 0.516


83.30% 16.70% 2.83 0.408

23. The textbook includes written activities. 83.30% 16.70% 2.83 0.408 24. The textbook provides word-building games. 83.30% 16.70% 2.83 0.408 25. The textbook provides various writing

activities 83.30% 16.70% 2.83 0.408





83.30% 16.70% 2.67 0.816


66.70% 33.30% 2.67 0.516


16.70% 66.70% 16.70% 2.00 0.632


33.30% 66.70% 2.33 0.516


100.00% 2.00 0.000


66.70% 33.30% 2.67 0.516




problem solving. 50.00% 33.30% 16.70% 2.33 0.816


83.30% 16.70% 2.67 0.816


66.70% 33.30% 2.67 0.516

13. There are matching activities. 100.00% 3.00 0.000 14. There are word order activities. 83.30% 16.70% 2.83 0.408 15. There are sentence order activities. 66.70% 33.30% 2.67 0.516

331

16. There are activities that require students to make a systematic presentation.

33.30% 50.00% 16.70% 2.17 0.753


66.70% 16.70% 16.70% 2.50 0.837


33.30% 66.70% 2.33 0.516


83.30% 16.70% 2.83 0.408


50.00% 50.00% 2.50 0.548


50.00% 50.00% 2.50 0.577





100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


66.70% 33.30% 2.67 0.516


66.70% 33.30% 2.67 0.516


33.30% 66.70% 2.33 0.516


50.00% 50.00% 2.50 0.548


66.70% 33.30% 2.67 0.516


33.30% 66.70% 2.33 0.516


33.30% 66.70% 2.33 0.516


33.30% 66.70% 2.33 0.516


33.30% 66.70% 2.33 0.516





100.00% 3.00 0.000


100.00% 3.00 0.000


83.30% 16.70% 2.83 0.408


100.00% 3.00 0.000


66.70% 16.70% 16.70% 2.50 0.837


100.00% 3.00 0.000

7. The textbook provides role-play activities. 83.30% 16.70% 2.83 0.408 8. The textbook provides activities for 50.00% 50.00% 2.50 0.548

332

performing skits, drama or characterization. 9. The textbook provides activities to be done

outside the classroom (visits, field trip). 50.00% 50.00% 2.50 0.548


100.00% 3.00 0.000




100.00% 3.00 0.000


83.30% 16.70% 2.83 0.408


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.548


66.70% 33.30% 2.67 0.516


50.00% 50.00% 2.50 0.548


83.30% 16.70% 2.83 0.408


40.00% 60.00% 2.40 0.548




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


33.30% 50.00% 16.70% 2.17 0.753



50.00% 50.00% 2.50 0.548


50.00% 50.00% 2.50 0.548


83.30% 16.70% 2.83 0.408


83.30% 16.70% 2.83 0.408


100.00% 3.00 0.000




80.00% 20.00% 2.60 0.894

2. The textbook enhances self assessment. 80.00% 20.00% 2.80 0.447 3. The textbook promotes thinking strategies. 80.00% 20.00% 2.80 0.447 4. The textbook includes imaginative activities. 40.00% 60.00% 2.40 0.548 5. The textbook includes activities for journal

writing. 33.30% 66.70% 2.33 0.516


50.00% 50.00% 2.50 0.548

333


66.70% 33.30% 2.67 0.516


83.30% 16.70% 2.67 0.816




66.70% 33.30% 2.67 0.516


83.30% 16.70% 2.83 0.408


83.30% 16.70% 2.83 0.408


83.30% 16.70% 2.83 0.408


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.548


33.30% 50.00% 16.70% 2.17 0.753


80.00% 20.00% 2.80 0.447


60.00% 20.00% 20.00% 2.40 0.894


60.00% 20.00% 20.00% 2.40 0.894



All Points 2.68 0.196 Class: Seventh Grade (experts, teachers, supervisors)



83.60% 16.40% 2.67 0.746


51.50% 37.90% 10.60% 2.41 0.679


78.80% 3.00% 18.20% 2.61 0.782


77.30% 9.10% 13.60% 2.64 0.715


83.10% 3.10% 13.80% 2.69 0.705


77.60% 4.50% 17.90% 2.60 0.780


49.30% 34.30% 16.40% 2.33 0.746

8. The textbook provides stories to accomplish 67.20% 14.90% 17.90% 2.49 0.786

334

certain tasks. 9. The textbook provides humor or jokes. 27.30% 59.10% 13.60% 2.14 0.630 10. The textbook provides riddle activities. 69.20% 12.30% 18.50% 2.51 0.793 11. The textbook provides activities that help


62.70% 17.90% 19.40% 2.43 0.802


56.70% 28.40% 14.90% 2.42 0.742


82.10% 3.00% 14.90% 2.67 0.726


79.10% 7.50% 13.40% 2.66 0.708


62.70% 13.40% 23.90% 2.39 0.852


manner and in increasing order of difficulty. 70.80% 6.20% 23.10% 2.48 0.850%


65.60% 9.40% 25.00% 2.41 0.868


65.20% 18.20% 16.70% 2.48 0.769


68.70% 17.90% 13.40% 2.55 0.724


63.60% 15.20% 21.20% 2.42 0.824


71.60% 9.00% 19.40% 2.52 0.804


activities. 47.60% 7.50% 17.90% 2.57 0.783

26. The textbook enhances the process of writing.

74.60% 4.50% 20.90% 2.54 0.823



Deviation 1. The textbook provides activities that

encourage students to do mathematical activities.

55.20% 25.40% 19.40% 2.36 0.792


69.70% 9.10% 21.20% 2.48 0.827


56.70% 20.90% 22.40% 2.34 0.827


60.00% 24.60% 15.40% 2.45 0.751


49.20% 27.70% 23.10% 2.26 0.815


67.20% 10.40% 22.40% 2.45 0.840




problem solving. 49.30% 25.40% 25.40% 2.24 0.836


63.60% 6.10% 30.30% 2.33 0.917


46.20% 20.00% 33.80% 2.12 0.893

13. There are matching activities. 79.10% 20.90% 2.58 0.819 14. There are word order activities. 65.20% 15.20% 19.70% 2.45 0.807

335

15. There are sentence order activities. 65.20% 18.20% 16.70% 2.48 0.769 16. There are activities that require students to



61.90% 15.90% 22.20% 2.40 0.834




53.10% 34.40% 12.50% 2.41 0.706





72.70% 16.70% 10.60% 2.62 0.674


69.70% 15.20% 15.20% 2.55 0.748


68.70% 16.40% 14.90% 2.54 0.745


38.80% 41.80% 19.40% 2.19 0.743


47.00% 27.30% 25.80% 2.21 0.832


47.00% 39.40% 13.60% 2.33 0.709


34.80% 42.40% 22.70% 2.12 0.755


43.30% 32.80% 23.90% 2.19 0.802


67.20% 20.90% 11.90% 2.55 0.702


63.60% 63.60% 16.70% 2.03 0.607


60.60% 18.20% 21.20% 2.39 0.820


49.30% 26.90% 23.90% 2.25 0.823





80.30% 6.10% 13.60% 2.67 0.709


81.80% 4.50% 13.60% 2.68 0.705


75.80% 6.10% 18.20% 2.58 0.786


67.70% 15.40% 16.90% 2.51 0.773


42.40% 25.80% 31.80% 2.11 0.862


66.20% 12.30% 21.50% 2.45 0.830



336


27.30% 57.60% 15.20% 2.12 0.645


81.30% 4.70% 14.10% 2.67 0.714




66.70% 19.70% 13.60% 2.53 0.728


72.70% 15.20% 12.10% 2.61 0.699


74.20% 16.70% 9.10% 2.65 0.644


26.20% 56.90% 16.90% 2.09 0.655


27.70% 60.00% 12.30% 2.15 0.618


30.80% 55.40% 13.80% 2.17 0.651


34.80% 40.90% 24.20% 2.11 0.767


23.40% 60.90% 15.60% 2.08 0.625




80.60% 3.00% 16.40% 2.64 0.753


80.60% 3.00% 16.40% 2.64 0.753


84.80% 15.20% 2.70 0.723


37.90% 34.80% 27.30% 2.11 0.806



66.20% 13.80% 20.00% 2.46 0.812


48.50% 24.20% 27.30% 2.21 0.851


40.30% 37.30% 22.40% 2.18 0.777


68.70% 10.40% 20.90% 2.48 0.823


70.80% 6.20% 23.10% 2.48 0.850


39.30% 42.60% 18.00% 2.21 0.733




2. The textbook enhances self assessment. 64.60% 13.80% 21.50 2.43 0.829 3. The textbook promotes thinking strategies. 56.30% 23.40% 20.30% 2.36 0.804 4. The textbook includes imaginative activities. 53.00% 27.30% 19.70% 2.33 0.791 5. The textbook includes activities for journal

writing. 25.80% 43.90% 30.30% 1.95 0.753


48.40% 25.00% 26.60% 2.22 0.845

337


50.00% 21.00% 29.00% 2.21 0.871


64.50% 14.50% 21.00% 2.44 0.822




72.30% 7.70% 20.00% 2.52 0.812


78.10% 4.70% 17.20% 2.61 0.769


63.10% 24.60% 12.30% 2.51 0.710


73.80% 9.20% 16.90% 2.57 0.770


72.70% 9.10% 18.20% 2.55 0.788


31.80% 50.00% 18.20% 2.14 0.699


50.80% 20.00% 29.20% 2.22 0.875


69.20% 12.30% 18.50% 2.51 0.793


67.20% 9.40% 23.40% 2.44 0.852


65.60% 12.50% 21.90% 2.44 0.833




338

Appendix (18) Class: Eighth Grade Experts' Evaluation



100.00% 3.00 0.000


100.00% 2.00 0.000

3. The textbook provides pronunciation activities. 100.00% 3.00 0.000 4. The textbook provides games that develop

sentence structure. 100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000

9. The textbook provides humor or jokes. 100.00% 3.00 0.000 10. The textbook provides riddle activities. 100.00% 3.00 0.000 11. The textbook provides activities that help

students produce a summary (oral or written). 100.00% 3.00 0.000

12. The textbook provides silent reading activities. 100.00% 3.00 0.000 13. The textbook provides oral reading activities

(reading aloud). 100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000


and in increasing order of difficulty. 100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 1.00 0.000


100.00% 3.00 0.000


100.00% 1.00 0.000


100.00% 3.00 0.000

23. The textbook includes written activities. 100.00% 3.00 0.000 24. The textbook provides word-building games. 100.00% 3.00 0.000 25. The textbook provides various writing activities 100.00% 3.00 0.000 26. The textbook enhances the process of writing 100.00% 3.00 0.000






100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

339


conduct a classroom survey. 100.00% 3.00 0.000

7. There are predictions or guessing activities. 100.00% 3.00 0.000 8. The textbook provides activities that require



problem solving. 100.00% 2.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000

13. There are matching activities. 100.00% 3.00 0.000 14. There are word order activities. 100.00% 3.00 0.000 15. There are sentence order activities. 100.00% 3.00 0.000 16. There are activities that require students to



100.00% 3.00 0.000

18. Grammar activities are presented inductively. 100.00% 3.00 0.000 19. Grammar activities are presented deductively. 100.00% 1.00 0.000 20. There are activities that require students to



100.00% 1.00 0.000





100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000





100.00% 3.00 0.000

2. The textbook provides students with activities 100.00% 3.00 0.000

340



100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000


100.00% 3.00 0.000

7. The textbook provides role-play activities. 100.00% 3.00 0.000 8. The textbook provides activities for performing

skits, drama or characterization. 100.00% 3.00 0.000


100.00% 2.00 0.000

10. The textbook provides body language activities. 100.00% 3.00 0.000



100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 1.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000

7. The textbook includes musical cloze activities. 100.00% 3.00 0.000 8. The textbook encourages students to write and

perform their own songs. 100.00% 1.00 0.000




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 2.00 0.000



100.00% 3.00 0.000


100.00% 2.00 0.000


100.00% 2.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000

11. The textbook provides group-writing projects. 100.00% 3.00 0.000

341



100.00% 3.00 0.000

2. The textbook enhances self assessment. 100.00% 1.00 0.000 3. The textbook promotes thinking strategies. 100.00% 2.00 0.000 4. The textbook includes imaginative activities. 100.00% 2.00 0.000 5. The textbook includes activities for journal

writing. 100.00% 3.00 0.000


100.00% 1.00 0.000


100.00% 2.00 0.000


100.00% 3.00 0.000




100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 1.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000




Class: Eighth Grade Teachers’ Evaluation



98.00% 2.00% 2.96 0.280


58.80% 31.40% 9.80% 2.49 0.674

342




98.00% 2.00% 2.96 0.280


96.10% 3.90% 2.92 0.392


58.00% 26.00% 16.00% 2.42 0.758


64.00% 28.00% 8.00% 2.56 0.644




(reading aloud). 94.10% 3.90% 2.00% 2.92 0.337


90.20% 5.90% 3.90% 2.86 0.448


68.60% 19.60% 11.80% 2.57 0.700




67.30% 6.10% 26.50% 2.41 0.888


70.00% 16.00% 14.00% 2.56 0.733


86.30% 5.90% 7.80% 2.78 0.577


74.00% 22.00% 4.00% 2.70 0.544


88.20% 7.80% 3.90% 2.84 0.464







76.00% 12.00% 12.00% 2.64 0.693


42.00% 44.00% 14.00% 2.28 0.701


71.40% 20.40% 8.20% 2.63 0.636


59.20% 22.40% 18.40% 2.41 0.788


68.60% 17.60% 13.70% 2.55 0.730




problem solving. 64.00% 28.00% 8.00% 2.56 0.644


343






69.40% 18.40% 12.20% 2.57 0.707




66.70% 27.50% 5.90% 2.61 0.603





74.50% 15.70% 9.80% 2.65 0.658


80.40% 11.80% 7.80% 2.73 0.603


80.40% 11.80% 7.80% 2.73 0.603


33.30% 45.10% 21.60% 2.12 0.739


49.00% 23.50% 27.50% 2.22 0.856


50.00% 34.00% 16.00% 2.34 0.745


32.70% 49.00% 18.40% 2.14 0.707


30.00% 46.00% 24.00% 2.06 0.740


80.40% 13.70%

5.90% 2.75 0.560


38.80% 49.0% 12.20% 2.27 0.670


66.00% 18.00% 16.00% 2.50 0.763


64.70% 13.70% 21.60% 2.43 0.831





82.40% 9.80% 7.80% 2.75 0.595


98.00% 2.00% 2.96 0.283


84.30% 7.80% 7.80% 2.76 0.586


75.50% 12.20% 12.20% 2.63 0.698


49.00% 23.50% 27.50% 2.22 0.856


344




23.50% 56.90% 19.60% 2.04 0.662




72.50% 11.80% 15.70% 2.57 0.755


84.30% 11.80% 3.90% 2.80 0.491


86.30% 5.90% 7.80% 2.78 0.577


22.00% 70.00% 8.00% 2.14 0.535


14.30% 69.40% 16.30% 1.98 0.559


38.00% 48.00% 14.00% 2.24 0.687



9. The textbook taps out poetic rhythms. 54.00 30.00% 16.00% 2.38 0.753



94.10% 3.90% 2.00% 2.92 0.337


96.10% 2.00% 2.00% 2.94 0.311


94.00% 4.00% 2.00% 2.92 0.340


44.70% 31.90% 23.40% 2.21 0.806



77.10% 14.60% 8.30% 2.69 0.624


65.30% 16.30% 18.40% 2.47 0.793


37.30% 43.10% 19.60% 2.18 0.740


78.00% 16.00% 6.00% 2.72 0.573


79.20% 12.50% 8.30% 2.71 0.617




86.30% 11.80% 2.00% 2.84 0.418


writing. 34.70% 51.00% 14.30% 2.20 0.676

345


53.10% 34.70% 12.20% 2.41 0.705


43.80% 29.20% 27.10% 2.17 0.834


54.30% 32.60% 13.00% 2.41 0.717




73.50% 14.30% 12.20% 2.61 0.702


73.50% 20.40% 6.10% 2.67 0.591


56.00% 32.00% 12.00% 2.44 0.705


77.60% 16.30% 6.10% 2.71 0.577


77.10% 10.40% 12.50% 2.65 0.699


32.70% 59.20% 8.20% 2.24 0.596


52.00% 32.00% 16.00% 2.36 0.749


64.00% 24.00% 12.00% 2.52 0.707


59.20% 24.50% 16.30% 2.43 0.764


71.40% 24.50% 4.10% 2.67 0.555




Class: Eighth Grade Supervisors’ Evaluation



100.00% 3.00 0.000


25.00% 75.00% 2.50 0.500


100.00% 3.00 0.000


100.00% 3.00 0.000


100.00% 3.00 0.000

346


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


50.00% 50.00% 2.50 0.577



50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


75.00% 25.00% 2.75 0.500


100.00% 3.00 0.000


100.00% 3.00 0.000


manner and in increasing order of difficulty. 75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.50 1.000


75.00% 25.00% 2.50 1.000


75.00% 25.00% 2.75 0.500


50.00% 50.00% 2.50 0.577


100.00% 3.00 0.000


activities 100.00% 3.00 0.000

26. The textbook enhances the process of writing 75.00% 25.00% 2.75 0.500




100.00% 3.00 0.000


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


25.00% 75.00% 2.25 0.500


50.00% 50.00% 2.50 0.577




problem solving. 50.00% 50.00% 2.50 0.577


75.00% 25.00% 2.75 0.500

347


50.00% 50.00% 2.50 0.577

13. There are matching activities. 100.00% 3.00 0.000 14. There are word order activities. 75.00% 25.00% 2.75 0.500 15. There are sentence order activities. 50.00% 50.00% 2.50 0.577 16. There are activities that require students to

make a systematic presentation. 25.00% 75.00% 2.25 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 1.75 0.500


75.00% 25.00% 2.50 1.000


75.00% 25.00% 2.75 0.500


66.70% 33.30% 2.67 0.577





100.00% 3.00 0.000


100.00% 3.00 0.000


75.00% 25.00% 2.75 0.500


100.00% 3.00 0.000


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500





100.00% 3.00 0.000


100.00% 3.00 0.000


75.00% 25.00% 2.75 0.500


100.00% 3.00 0.000

5. The textbook provide various kinds of manipulative activities to solve problems or to

75.00% 25.00% 2.75 0.500

348

learn. 6. The textbook provides total physical response

(TPR) and hands-on activities. 100.00% 3.00 0.000

7. The textbook provides role-play activities. 75.00% 25.00% 2.75 0.500 8. The textbook provides activities for

performing skits, drama or characterization. 50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


100.00% 3.00 0.000




100.00% 3.00 0.000


75.00% 25.00% 2.75 0.500


100.00% 3.00 0.000


25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500


75.00% 25.00% 2.75 0.500


33.30% 66.70% 2.33 0.577




75.00% 25.00% 2.50 1.000


100.00% 3.00 0.000


100.00% 3.00 0.000


25.00% 75.00% 2.25 0.500



25.00% 75.00% 2.25 0.500


25.00% 75.00% 2.25 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


100.00% 2.00 0.000

No. Seventh Scale: Intrapersonal



students reflect on their work independently.

75.00% 25.00% 2.50 1.000

349

2. The textbook enhances self assessment. 50.00% 50.00% 2.50 0.577 3. The textbook promotes thinking strategies. 75.00% 25.00% 2.75 0.500 4. The textbook includes imaginative

activities. 25.00% 75.00% 2.25 0.500

5. The textbook includes activities for journal writing.

100.00% 2.00 0.000


25.00% 75.00% 2.25 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500




75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


50.00% 50.00% 2.50 0.577


50.00% 50.00% 2.50 0.577


75.00% 25.00% 2.75 0.500


75.00% 25.00% 2.75 0.500


50.00% 50.00% 2.50 0.577




Class: Eighth Grade (experts, teachers, supervisors) No. First Scale: Verbal Linguistic Intelligence Yes No Can’t decide Means Standard


activities. 98.20% 1.80% 2.96 0.265


54.40% 36.80% 8.80% 2.46 0.657



350


98.20% 1.80% 2.96 0.265


94.70% 1.80% 3.50% 2.91 0.391


60.70% 25.00% 14.30% 2.46 0.738


64.30% 28.60% 7.10% 2.57 0.628




(reading aloud). 93.00% 5.30% 1.80% 2.91 0.342


91.20% 5.30% 3.50% 2.88 0.426


68.40% 21.10% 10.50% 2.58 0.680




65.50% 5.50% 29.10% 2.36 0.910


67.90% 14.30% 17.90% 2.50 0.786


86.00% 7.00% 7.00% 2.79 0.559


69.60% 23.20% 7.10% 2.62 0.620


89.50% 7.00% 3.50% 2.86 0.441







75.00% 14.30% 10.70% 2.64 0.672


44.60% 42.90% 12.50% 2.32 0.690


67.30% 25.50% 7.30% 2.60 0.627


54.50% 29.10% 16.40% 2.38 0.757


68.40% 19.30% 12.30% 2.56 0.708




problem solving. 60.70% 32.10% 7.10% 2.54 0.631


83.90% 10.70% 5.40% 2.79 0.530


64.80% 27.80% 7.40% 2.57 0.633

351




70.90% 18.20% 10.90% 2.60 0.683




64.30% 26.80% 8.90% 2.55 0.658





77.20% 14.00% 8.80% 2.68 0.631


82.50% 10.50% 7.00% 2.75 0.576


80.70% 12.30% 7.00% 2.74 0.583


40.40% 40.40% 19.30% 2.21 0.750


47.40% 28.10% 24.60% 2.23 0.824


51.80% 33.90% 14.30% 2.37 0.728


36.40% 47.30% 16.40% 2.20 0.704


33.90% 44.60% 21.40% 2.12 0.740


77.20% 17.20% 5.30% 2.72 0.559


36.40% 52.70% 10.90% 2.25 0.645


64.30% 21.40% 14.30% 2.50 0.739


59.60% 21.10% 19.30% 2.40 0.799





84.20% 8.80% 7.00% 2.77 0.567


98.20% 1.80% 2.96 0.267


84.20% 8.80% 7.00% 2.77 0.567


78.20% 10.90% 10.90% 2.67 0.668


49.10% 26.30% 24.60% 2.25 0.830


72.70% 12.70% 14.50% 2.58 0.738


352






75.40% 10.50% 14.00% 2.61 0.726


84.20% 12.30% 3.50% 2.81 0.480


87.70% 5.30% 7.00% 2.81 0.549


21.40% 67.90% 10.70% 2.11 0.562


14.50% 70.90% 14.50% 2.00 0.544


35.70% 51.80% 12.50% 2.23 0.660





1. The textbook includes pair work, communicative activities.

93.00% 3.50% 3.50% 2.89 0.409


96.50% 1.80% 1.80% 2.95 0.294


94.60% 3.60% 1.80% 2.93 0.322


41.50% 37.70% 20.80% 2.21 0.769



74.10% 18.50% 7.40% 2.67 0.614


60.00% 23.60% 16.40% 2.44 0.764


38.60% 43.90% 17.50% 2.21 0.725


78.60% 16.10% 5.40% 2.73 0.556


79.60% 13.00% 7.40% 2.72 0.596




86.00% 10.50% 3.50% 2.82 0.468


writing. 34.50% 52.70% 12.70% 2.22 0.658


49.10% 36.40% 14.50% 2.35 0.726


44.40% 31.50% 24.10% 2.20 0.810

353


57.70% 30.80% 11.50% 2.46 0.699




74.50% 14.50% 10.90% 2.64 0.677


74.50% 20.00% 5.50% 2.69 0.573


58.90% 30.40% 10.70% 2.48 0.687


78.20% 16.40% 5.50% 2.73 0.560


77.80% 11.10% 11.10% 2.67 0.673


32.70% 56.40% 10.90% 2.22 0.629


53.60% 32.10% 14.30% 2.39 0.731


66.10% 23.20% 10.70% 2.55 0.685


61.80% 23.60% 14.50% 2.47 0.742


70.90% 25.50% 3.60% 2.67 0.546




354

Appendix (19) Class: All Grades by All (Experts, Teachers, Supervisors)



88.60% 11.40% 2.77 0.635


43.50% 47.00% 9.50% 2.34 0.644


84.50% 4.20% 11.30% 2.73 0.651


79.50% 7.40% 13.10% 2.66 0.697


86.80% 2.50% 10.70% 2.76 0.629


85.40% 1.90% 12.70% 2.73 0.674


42.40% 43.60% 14.00% 2.28 0.696


56.80% 31.90% 11.40% 2.45 0.690



55.30% 33.50% 11.20% 2.44 0.686


50.50% 36.60% 12.90% 2.38 0.703


84.40% 4.40% 11.20% 2.73 0.649


80.10% 7.90% 12.00% 2.68 0.676


57.10% 24.50% 18.30% 2.39 0.77 8




67.50% 8.80% 23.70% 2.44 0.849


65.10% 13.90% 21.00% 2.44 0.817


81.70% 6.70% 11.60% 2.70 0.664


58.00% 22.60% 19.40% 2.39 0.792


77.70% 7.40% 15.00% 2.63 0.731


activities 81.80% 7.90% 10.30% 2.72 0.640





64.00% 19.50% 16.40% 2.48 0.761


71.60% 16.80% 11.60% 2.60 0.688


41.00% 45.50% 13.50% 2.27 0.686

355


50.50% 37.40% 12.10% 2.38 0.693


38.70% 45.50% 15.80% 2.23 0.702


56.50% 23.90% 19.60% 2.37 0.791




problem solving. 42.90% 35.10% 21.90% 2.21 0.778


64.80% 16.70% 18.50% 2.46 0.787


48.90% 31.20% 19.90% 2.29 0.778




67.30% 20.40% 12.30% 2.55 0.703




56.30% 31.80% 11.90% 2.44 0.697





79.50% 7.70% 12.70% 2.67 0.691


71.60% 12.00% 16.40% 2.55 0.759


74.40% 11.00% 14.50% 2.60 0.729


38.40% 40.50% 21.10% 2.17 0.753


54.30% 20.70% 25.00% 2.29 0.842


50.10% 34.40% 15.50% 2.35 0.733


36.00% 47.70% 16.30% 2.20 0.697


36.30% 45.00% 18.60% 2.18 0.721


65.40% 25.60% 8.90% 2.57 0.652


20.80% 62.40% 16.90% 2.04 0.613


56.70% 23.00% 20.30% 2.36 0.799


58.50% 24.70% 16.80% 2.42 0.762

356

No. Fourth Scale: Bodily Kinesthetic Intelligence



81.10% 4.70% 14.20% 2.67 0.712


86.20% 3.30% 10.50% 2.76 0.628


78.20% 9.10% 12.60% 2.66 0.693


75.10% 9.30% 15.60% 2.59 0.745


50.30% 26.90% 22.80% 2.27 0.810


70.60% 10.50% 19.00% 2.52 0.794




24.70% 57.50% 17.90% 2.07 0.649


85.80% 4.90% 9.30% 2.76 0.605




71.00% 12.80% 16.20% 2.55 0.758


67.50% 20.50% 12.00% 2.56 0.698


76.00% 10.30% 13.80% 2.62 0.715


27.50% 58.50% 13.90% 2.14 0.630


22.70% 65.00% 12.30% 2.10 0.583


34.10% 58.90% 7.10% 2.27 0.583


30.80% 50.80% 18.40% 2.12 0.691


21.30% 63.90% 14.90% 2.06 0.598




86.70% 1.90% 11.40% 2.75 0.643


86.90% 2.30% 10.80% 2.76 0.632


87.60% 0.80% 11.60% 2.76 0.644


30.00% 52.20% 17.80% 2.12 0.681



59.80% 27.10% 13.10% 2.47 0.716


48.10% 32.30% 19.50% 2.29 0.772

8. The textbook includes activities for peer 39.50% 44.90% 15.60% 2.24 0.704

357

editing, (giving and receiving feedback). 9. The textbook includes group work brain

storming activities. 68.50% 18.80% 12.60% 2.56 0.707


78.80% 9.50% 11.70% 2.67 0.675


48.60% 39.20% 12.20% 2.36 0.690





writing. 24.00% 56.20% 19.80% 2.04 0.661


43.20% 42.20% 14.60% 2.29 0.705


40.90% 38.30% 20.80% 2.20 0.760


44.70% 32.10% 23.30% 2.21 0.797




66.50% 21.70% 11.80% 2.55 0.697


69.70% 18.50% 11.80% 2.58 0.693


56.50% 32.00% 11.60% 2.45 0.693


62.60% 29.50% 7.90% 2.55 0.637


73.40% 10.80% 15.70% 2.58 0.748


27.10% 59.70% 13.20% 2.14 0.620


39.30% 45.20% 15.50% 2.24 0.702


61.00% 28.40% 10.60% 2.50 0.680


57.70% 29.10% 13.20% 2.45 0.715


53.60% 35.70% 10.80% 2.43 0.679




358

Appendix (20)

Walter McKenzie Multiple Intelligences Inventory

363

Appendix (21: A) Family Letters

Al-Eman Schools Al-Eman Primary Girls School

Jerusalem

مدارس اإليمان مدرسة اإليمان األساسية للبنات

القدس

حضرة ولي امر الطالبة المحترم

السالم عليكم ورحمة اهللا وبرآاته،

ة والمشرفة في مدارس الباحث. نرغب بان تكتشف وتكتسب ابنتكم أساليب جديدة للتعلم والمعرفة وذلك عن طريق تدريس اللغة االنجليزية ضمن نظرية " ب"اإليمان ستمنح هذه الفرصة للصف السادس

هذه النظرية تؤآد على أن جميع الطلبة على قدر عال من الذآاء على الرغم من اختالف . الذآاءات المتعددةل نقاط القوة وتعزيزها ومعالجة نقاط الضعف القدرات والتفضيالت هذا باإلضافة إلى إمكانية استغال

أتمنى من حضرتكم الموافقة على مشارآة ابنتكم في هذا البحث على ان تتعاون معنا باإلجابة . والتقليل منها وذلك من اجل الحصول على التغذية الراجعة من حضرتكم حول مدى تطور وتقدم تعلى بعض االستبيانا

.ابنتكم

بان عليكم أيضا الموافقة على دوام ابنتكم في عطلة الفصل األول لمتابعة وتحقيق نحيطكم علما: مالحظة .األمل المنشود

آما ونرجو من حضرتكم التعاون معنا في تعبئة االستبانة والتي تتعلق بتحديد نوع الذآاء التي تميل .اليه ابنتكم

شاآرين لكم حسن تعاونكم

: توقيع ولي األمر

:ةاسم الطالب

364

Appendix (21: B)

بسم اهللا الرحمن الرحيم )1(االستبانة رقم

حضرة ولي األمر المحترم،

السالم عليكم ورحمة اهللا وبرآاته،

: إيمانا منا بأهمية الشراآة التربوية بين المؤسسة التعليمية والمجتمع المحلي نرجو من حضرتكم اإلجابة على األسئلة التالية تغييرات التي الحظتها في توجهات ابنتكم نحو تعلم مادة اللغة االنجليزية؟ما هي ال. 1

---------------------------------------------------------------------------------------------------------------------

ما مدى هذا االهتمام؟هل الحظت التزام ابنتكم في أداء الواجبات التي ألقيت على عاتقها؟ . 2

---------------------------------------------------------------------------------------------------------------------

أو األلعاب التربوية التي تم) آمفهوم دورة المياه في الطبيعة(هل رددت ابنتكم بعض القصص، أألناشيد، المفاهيم العلمية . 3

استخدامها في هذه الدورة؟ ---------------------------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------- من خالل مالحظات ابنتكم آيف اختلفت هذه الدورة عن األيام الدراسية المعتادة؟. 4

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

إذا طلب من حضرتكم إرسال ابنتك إلى دورة مكثفة أخرى فماذا سيكون ردك ولماذا؟. 5

------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

:اقتراحات ترغب بها. 6---------------------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------------------

شاآرين لكم حسن تعاونكم

19/2/2008: التاريخ موجهة اللغة االنجليزية

ماجدة الدجاني

365

Appendix (21: C)

Letter One November 2007 Dear Parents, Would you like your daughter to explore new ways of learning? I am giving Sixth Grade students at Al-Eman Schools a wonderful opportunity to participate in this research project which focuses on applying the theory of MI in English foreign language classrooms. This theory suggests that each learner is intelligent and that each has different learning preferences and strengths. In this application, the researcher will use new ways of presenting material. The purpose is to enhance classroom learning experiences for your daughters. Instructions will be presented in various ways so as to address the different intelligences. I hope that you will agree that your daughter participate in this research project. Be sure that all personal information and your daughter privacy will be considered confidential. Please if you have any questions feel free to ask.

Sincerely, English Language Supervisor Parent Signature Majida Dajani Print the name of your child Letter Two Family Letter to Accompany "Multiple Intelligences Checklist" Dear Parents, In order to help Six Grade students at Al-Eman Schools succeed, I am gathering information about what each student knows and needs to learn. I am also asking parents to identify how their daughters prefer to learn. For example, some like to learn by building and constructing, others prefer to read and discuss, and some learn by drawing or sketching. By knowing more about how my students like to learn and about their strengths and interests, I can do a better job planning my English language classes. I would like that you help me know your daughter better. Included with this letter is a Multiple Intelligence Checklist. This checklist will give the researcher information about how your daughter prefers to think and learn. It’s based on Howard Gardner’s theory. Gardner believes that all of us have thinking and learning strengths or preferences. In fact he has described eight ways of thinking and learning. He calls these "Multiple Intelligences". People learn most easily in their areas of strength. However, Gardner suggests that, with training and practice, we can improve and enhance all eight ways of thinking. Please with the help of your child read each item and put a checkmark beside any statement that you and your daughter believe describes her strengths, interests and preferences. There are not right or wrong answers. I hope that I can receive your entire checklist by Tuesday 7th of Nov. 2007. Once I read over your checklist, I will send you information about your child’s preferred ways to learn. Thank you, The Researcher, Majida Dajani Note: Parts of this letter was adopted from “Differentiated Instruction in the Regular Classroom: How to Reach and Teach All Learners, Grades 3-12 by Diane HEACOX, Ed.D., copyright © 2002.

366

Appendix (22)

Researcher's Reflection Because of the bulk of information written in the diary, only a few excerpts will be provided: The diary entries suggested that there was a good atmosphere in almost all the classes. I had not been sure if students were trying to look happy to please me, or if they were really so. But the diary seemed to provide evidence that the learners were pleased with the activities that were conducted in English language classes. "This class faces difficulties in conversing in English language. They shift to Arabic most of the time. But it was good to see them enjoying what they are doing…lots of smiles, laughter, but with acceptable discipline." "I really noticed today how many students speak much better English than they did at the beginning. Students gained more confidence too…I always encouraged them to be confident in their abilities..." "I noticed that my talking time should be reduced, but it seemed that it was a hard thing to achieve in practice! Easy in theory but hard in practice! "Students enjoyed reading the story "Drippy the Raindrop" from the big book. They also enjoyed the song "Drip, drip." "When instruction was delivered, students reported that they enjoyed the use of songs, poems, games, role play activities, acting out, reading from big books, and the hands-on opportunities they were provided for enhancing learning (e.g, the water cycle concept). This was not surprising because the lessons were designed in different models (multi-model lessons) in order to reach almost all students." "When I taught the 22 students, I did not teach only English but also strategies for learning and getting knowledge."

367

Appendix (23) 2008

في اللغة اإلنجليزية–تقويم فعالية تعليم دورة المياه في الطبيعة : الموضوع

:مقدمة

–ة العلوم في مؤسسة النيزك لإلبداع العلميبناء على طلب المربية ماجدة الدجاني، قام المهندس عارف الحسيني مدير دائر

القدس بحضور ورشة عمل لطالبات الصفوف الخامس والسادس في مدرسة اإليمان األساسية وكان موضوع اللقاء حول

.دورة المياه في الطبيعة، كانت اللغة المعتمدة في الورشة هي اللغة اإلنجليزية

:عناصر التقويم

.يناميكية الصفية مشاهدة ورصد ردة الفعل والد -1

.المشاركة في الورشة ومحاولة تقويم مدى تحقيق الفعالية ألهدافها من خالل إثارة النقاش مع الطالبات واألسئلة -2

:نتائج ومالحظات

الجو العام للورشة كان إيجابي جدا ومستوى التفاعل بين الطالبات والطاقم التدريسي عالي ، كما أن التفاعل -1

. بالمحتوى كان متميزواإلثارة المتعلقة

.نجحت المربية بجذب الطالبات وإثارة إهتمامهن فيما يتعلق في الموضوع العلمي -2

شاركن في % 70تواصل الطالبات وتعبيرهن عن أنفسهن باللغة اإلنجليزية كان ملفت للنظر بحيث أنه أكثر من -3

لطالبات بأنفسهن والنابع من إستثمار النقاش باللغة اإلنجليزية وهذا ما يدل على نجاح واضح في تعزيز ثقة ا

.واضح في تطوير ملكات اللغة الثانية لديهن

فيما يتعلق بالتطبيقات العلمية للمفهوم العلمي، برز ضعف لدى الطالبات في القدرة على ربط مفهوم دورة الماء في -4

للمفهوم كان من المنحى الطبيعة ومفهومي التكاثف والتبخر مع تطبيقات عملية في حياتنا ، حيث أن تطرقهن

الدراسي النظري وليس على أنها مفاهيم نستعملها ونشاهدها يوميا سواء بتحضير المشروبات الساخنة أو بغيرها

.من الحاالت البسيطة

كان اللقاء مثير لإلهتمام ونوصي بتعزيز وتطوير آليات تعليم المفاهيم العلمية لتكون مرتبطة في الحياة كي تساعد الطالب

.على فهم وتحليل الظواهر التي يعيشها ويالحظها بشكل ومنهجية علمية

مع فائق اإلحترام والتقدير،

عارف الحسيني.م

مؤسسة النيزك لإلبداع العلمي

368

Appendix (24)

Kimball's Permission

Re: A visit to drippy

From: J. Kimball - Artist ([email protected])Sent: Thursday, February 05, 2009 7:50:51 PM To: majida dajani ([email protected]) Dear Majida, I am sorry about my delay in replying, I was sick. Yes, go ahead and include the Drippy the Raindrop story in your dissertation, if it isn't too late. As payment, I would like to know what it is like where you are, I have always wanted to travel to Egypt, and Israel too. Maybe it is time for Drippy to have an adventure there? Wishing you all the best... -- JOEL M. KIMBALL - ARTIST www.JoelsFireArt.com www.DrippyTheRaindrop.com

372

Appendix (26: A)

Teachers' Manual

Samples of Supplementing EFP Sample One

Lesson Plan Based on MIT Sixth Grade Unit Eleven: The Water Cycle

6.1. Rationale The researcher decided to choose this lesson because the theory of MI enhances the cross-curricular approach or the interdisciplinary approach. A cross-curricular approach offers students an ideal opportunity to refresh and revise what they have done in other subject areas and to make links with what they have learnt so that their knowledge becomes more active. Cross-curricular integration could add cohesion and depth to this unit. Besides, this makes both learning and teaching English more interesting and more memorable. Since lessons that address "Water Cycle" occur in EFP Book Six for Grade Six (Unit 11) and in Science Book for the same Grade (Unit Two), the researcher decided to redesign these lessons based on the theory of MI. It should also be noted that in EFP G 6 other units are related to Water Cycle. They are: units 13: "It's Snowing", 14: "The Wind that Moved the House", 15: "The Clouds are Dark", and 16: "The Four Season". These units can be attached to Water Cycle unit and this was another reason for taking this unit as a sample for the supplementation of EFP textbooks. Duration of Unit The unit took five days. Each day consisted of ninety minute block.

Background of the Unit The water cycle came after students' knowledge of the four seasons, the atmosphere weather, and climate. The first topic of the water cycle unit discussed the story of water cycle "Drippy the Rain Drops". Understanding of the water cycle and water movement served as a basis for students before they began the advance level of meteorology unit in their science books. Concepts such as condensation, evaporation, precipitation, and collection were needed to understand the concept of water cycle. Experimentations and poems helped students remember concepts related to water cycle. Unit Goals and Objectives

1. Students learned that all water on earth is part of a continuous process driven by natural forces such as the sun and gravity. Activities explained how water moves and changes from one form to another, as well as how our water supplies are continuously refilled.

2. Students realized the limitations of water as a resource and became more conscious of its usage and conservation as individuals and as a community.

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3. Students applied concepts learned to solve real life problems pertaining to the topic (i.e, water management). Students thought holistically about water movement and management. Learners recognized the interconnectedness of each concept and how it affected them as individuals and as a community.

4. Students developed their observation, inquiry and problem-solving techniques. 5. Students developed their English language through the theme/ content/ concept based techniques. Unit Progression: Topics progressed from the creation of water to how water cycles within the earth system. Particular topics affecting water movement within the environment (soil, vegetation) was covered in the following two lessons concluding with the culmination of the previous topics to solve a real life water management issue. Throughout the unit, emphasis was placed on conservation methods and problem solving/observation techniques.

Content Differentiation: Learners were challenged to engage in higher level thought techniques, such as problem solving and concept application. Students might have some prior knowledge of the topic areas; however, during preliminary inquiry it had been determined that most of the students had multiple misconceptions of the topic. Each lesson was based on inquiry instruction models and multiple interactive activities to determine and help students reconstruct misconception. Prior assessment was integrated into each lesson and instruction adjusted accordingly.

Product Differentiation: Students were asked to demonstrate their learning in a variety of different intelligences. Verbal Linguistic: Learners with a tendency to linguistic intelligence were able to demonstrate their learning and understanding through question and answer during classroom discussion, water-cycle story, group-problem solving activities and incorporation and usage of new vocabulary. Logical/ Mathematical: Learners with strengths in L/M thought benefited through problem solving exercises as well as the cause and effect relationship. Reading diagrams related to water cycle. Laboratory/observation activities gave students a chance to display their logical thought skills by organizing procedure and concluding results. Visual/ Spatial: V/S skills were utilized during laboratory/observation exercises as well through the learners' participation in activities enabling learners to ‘see’ the concept (The Cotton Ball and Water Activity). Discussions and activities (concept mapping, poster design, and diagrams) on these topics during these days gave spatial learners opportunities to demonstrate their strengths.

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Musical: Songs and poems were utilized in order to get more relaxed learning environment, enhance learning academic content, help learners retain information and make learning more interesting. Bodily Kinesthetic: Students with kinesthetic strengths were given the opportunity to demonstrate what they had learned through experimentation and laboratory procedure. Some students in the class were especially interested in non-verbal data and touch (hands on experimentation). Problem solving experiments and hands on activities allowed students to demonstrate their tactile strengths. Successful completion of such assignments allowed students to demonstrate their acquired content knowledge. Interpersonal: Interpersonal skills were crucial during group and teamwork activities. Students with this strength were able to mediate, discuss and facilitate ideas between team members while accomplishing the task at hand. Intrapersonal: Discussion and brainstorming activities about water conservation allowed students with a sense of their individual responsibility to the environment to share how each might take responsibility for water quality and water conservation. Naturalist: The topics and even the subjects are naturalist by definition. Students who possess this learning intelligence were able to classify information through experimentation. Students compared, contrasted and identified cause and effect relationship. Authentic Assessment Students were assessed at the completion of the lessons through a final project in which students completed a real life water management problem. The project required students to problem solve, apply learned knowledge, and to work together in teams. Throughout each lesson, students were continually assessed. Specific assessment was outlined in context in each lesson plan. Process Differentiation

Each lesson design was modeled after the learning cycle and inquiry based teaching. The students in the class were very verbal and physically exploratory. Once engaged, the learners participated well and absorbed information. The challenge was engagement. I planned to use initial demonstrations for observation, bell ringer questions, and concept diagramming/mapping to engage them immediately in the daily topic. The class was driven by the student activity and inquiry. It was their responsibility to progress with the teacher acting as a guide. This control over the lesson was available for each learner and made the lesson personal to their experience and information integration.

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Lesson formats, instructional arrangements, environmental conditions, teaching strategies, and student specific strategies were addressed in each individual lesson. Samples for Activities Used to Enhance the Different Intelligences Verbal Linguistic A wonderful story about the water cycle without all the big words: Evaporation, condensation, precipitation and collection! The purpose is to help students expand their perception of water cycle. Drippy the Raindrop is also a great introduction of how wonderful and important is water as a resource. Students enjoyed this story joining the wonderful character in his wonderful adventure!

The Story:

Drippy the raindrop was having fun. He was busy doing his favorite thing, floating on the ocean. Looking up, he smiled at his friends, Mr. Sun, who had just come up.

As the day wore on, Mr. Sun rose higher and higher in the sky. Drippy became hot, very hot. "I'm hot!" Said Drippy.

Suddenly, Drippy noticed a cloud moving across the sky. Drippy said to himself, "That cloud sure looks nice and it is so hot down here. I wish I could fly up to it, and cool off..."

And just as soon as he thought those words, he was flying! Up, up, up in the sky to his cloud. Drippy was evaporating!

Soon Drippy landed on his cloud. While coming down, he was spotted by another raindrop. This raindrop had a telescope. "Ahoy there!" said the other raindrop.

"So you've shipped in for a cruise, eh?" said the other raindrop. "Folks call me Captain Salty. What's your name, lad?" "I'm drippy, and I came here to cool off." Said Drippy.

"So where do you come from, lad?" asked Captain Salty. Drippy leaned over the edge of the cloud and pointed to the water below. "I was floating on the ocean, there," he said.

"Where is this cloud headed?" asked Drippy. "She's sailing there" said Captain Salty, pointing to a range of mountains in the distance. "looks like a storm's a –brewing!"

"If things get rough, be ready to abandon ship," said Captain Salty." Yes Sir!" said Drippy, "Besides, it would be fun to visit the mountains below".

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No sooner had Captain Salty warned Drippy, then things got rough! The cloud began to bounce. Drippy got ready to jump, and turned a waved goodbye to the Captain.

Jumping from his cloud, Drippy fell with the rain towards the ground. "Goodbye, lad, happy journey to you!" Shouted Captain Salty, as he went.

Drippy looked down as he fell. He saw a stream winding through the forest in the mountains below. "That would be a soft place to land!" thought Drippy.

But Drippy just missed the stream, and landed on a tree next to it. Bouncing from branch to branch, he dripped all the way to the ground." Whoopee!" shouted Drippy.

Sliding down a rock, Drippy gently fell into the stream he had seen from up above. "Hoorah!" said Drippy, "This should be a fun ride!"

The rain stopped, "Aaah!" said Drippy as he floated along, breathing in the fresh mountain air and the smell of the pine trees. "This is the life!" he sighed.

Drippy found a leaf floating by him and climbed onto it. Then Drippy's stream started to move faster, and faster, and got wider. It had become a river. How exciting!" thought Drippy.

Written and illustrated by Joel M. Kimball1" (See Appendix 24).

Discussion

The water in your glass may have fallen from the sky. The water has been around pretty much as long as the earth has!

The earth has a limited amount of water. The water keeps going around and around and around and around in what we call the "Water Cycle". This cycle is made up of a few main parts:

1. Evaporation 2. Condensation 3. Precipitation 4. Collection

1. Evaporation: Drippy evaporates. Why? The heat of the sun causes him to evaporate and become a vapor that goes up and he becomes part of the cloud. (Illustrate: boil some water in a kettle so students can see the vapor rising). Evaporation: is when the sun heats up water in rivers or lakes or the ocean and turns it into vapor or steam. The water vapor or steam leaves the river, lake or ocean and goes into the air.

1 Permission for using the story in this dissertation was taken through email J. Kimball - Artist ([email protected])

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Over the mountains, it blows again,

Then watch the snowflakes fly (Campbell, et al., 2004, p. 144).

3. The Water Cycle Poem

The rain that falls down from the clouds, washing the trees, washing your house,

Runs in rivers and ends to the sea, where so much water you will see,

In hot summer, drops of water escape up high, making the clouds you see in the sky,

When summer goes away, then winter enters, people put on warm clothes, go in their shelters,

The rain will fall again from the clouds, to wash the trees, to wash your house,

So drops of water that are in the sky, are once on earth and once up high.

Visual Spatial Intelligence

1. Students were asked to color the following picture and try to remember the concepts related to water.

Figure (15)

Retrieved from: http://www.booglesworldesl.com. Thus, by providing students multiple opportunities through the various activities, they understood the concepts related to water cycle

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Samples of Supplementing EFP Sample Two

Lesson Plan Based on MIT Sixth Grade Unit Eight: The Parts of the Body Aims: 1. To introduce or revise parts of the body for immediate use. i.e. head, shoulders, knees, eyes, ears, mouth, stomach, mouth, legs, etc. 2. To introduce related verbs, i. e. to eat, to smell, to hear, to see, to chew, to digest, etc. 3. To identify and locate the basic body parts. 4. Demonstrate understanding of the story by acting it out. 5. Participate in oral, physical, and creative arts activities.

Verbal/linguistic 1. Many books/ stories are available about our bodies- students can look at books and discuss with others the different parts and can make drawings which they can label. 2. Name and describe at least ten body parts. 3. Label a class poster. 4. Draw a picture of a body and get help labeling body parts present to class.

While looking for body or health stories, I found this from Michael Harvey - an unusual twist on the body parts working together. The story ends with a mosquito! Teacher: " I have a book with a story in it about how once the different parts of the body lived separate lives and it goes something like this. One day a pair of legs, arms, eyes and ears are off hunting together when the ears hiss "shh!" They swivel and see a deer and the legs rush off in hot pursuit. The arms dive, catch the deer and kill it. One by one the various body parts get to the kill and an argument ensues about who really killed it and who gets the most meat. They argue until they realize that they will not reach a resolution without help. They carry the dead deer off to a wise man who lives on his own many miles away. The wise man hears the bickering from a long way off and knows what's going on. He meets the arms/legs/eyes/ears outside his hut and tells them to give him the deer. He takes it inside, cooks it and eats it and then calls them in. They see four stools in front of them and each sits down. "Now then" says the wise man "You lot need to be taught a lesson - the first part of the punishment has already taken place - I've eaten your dinner" the four friends see the pile of bones on the floor and then he claps his hands and suddenly instead of four of them sitting on four stools there is one sitting on one stool. They have all been joined together. "Now you're going to have to get on no matter what happens - and now for the last part of the punishment" He takes a tiny box and opens it and a tiny insect flies out making a high pitched whine. That is why when a mosquito flies near you, the ears hear it first, the eyes look for it second, then the arms and hands try to swat it and finally the legs - run away.

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Visual/ Spatial Intelligence

Body Parts

Bodily Kinesthetic 1. Have the students do two things at once. Examples: tap their heads and rub their stomachs, clap their hands and stand on one foot, snap their fingers and nod their heads, do jumping and touching toes. 2. Have them do crossover exercises such as: touch their left elbow to the right knee and then do the reverse. Or, have your students hold their arms out in front, cross arms at the wrist area, turn their palms down and in toward each other, clasp fingers together, pull clasped hands under and up through their arms in front of their chest and reverse action. For another exercise, ask them to put their right index finger and thumb on their nose, and touch their right ear with their left index

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finger and thumb. Say, "When I say "change!" reverse the position of your hands." Each of these may be done several times. 3. Have them pretend to swim, prance like a horse, hop like a bunny, move like a turtle, walk like an elephant, etc. 4. Have the student choose a partner. Have one student slowly print a current spelling word on his/her partner's back. The partner guesses which word was printed. 5. Ask students to stand up. Explain that when you say, "I spy with my little eyes," every student needs to stop what he/she is doing, listen, and respond with, "What do you spy with your little eyes?" Say something like, "I spy children dancing in the playground," "I spy someone playing a guitar." The students act out the idea until you say, "I spy." Then all the students stop what they are doing and respond with, "What do you spy?" The game continues with you suggesting other ideas such as, "I spy students waving their arms." After playing a while, say "I spy students sitting down quietly." Students may be chosen to lead the activity. 6. Play "Joha Says." Stand at the front of the class and give commands. Tell students to obey only the ones preceded by "Joha Says." For example, if you say, Joha says: hands on your head," ever, one does the action. But if you say "Run in place, " no one should be running. A variation is to say "Do this" or "Do that." "Do this" means that the students should move like you are moving, while "Do that" means for them to stand motionless. 7. Play "concentration" in pairs, with students facing each other at arm's length and taking turns responding. One student stamps twice and says, "Concentration" (both students always clap 3 times after each word or phrase), "No hesitation" (clap 3 times), "Names of states" [or countries, colors, animals, pets, flowers, fruit, etc.] (clap 3 times). Then the other student could say, "California" (clap 3 times). The first student could say, "Ohio" (clap 3 times) and the game continues until someone is unable to name a different state. Another category is chosen by the winner and the game begins again. 8. Have the children name various ways they can move their hands, feet, arms and bodies, such as: stomp or tap their feet; snap, pat, or clap their hands; move their arms up, down, out straight, or around; as well as move their bodies by bending, stretching, jumping, etc. Divide the students into small groups and have them make up a pattern to do over and over such as: two claps and three stamps; snap, tap, clap – snap, tap, clap. Or, they could use arm and hand motions such as arms up, hands on hips, arms up and arms down at sides. Have them perform their arrangement for the other children who then join in and follow their lead. Have the students start very slowly and gradually increase their speed as they continue to lead their pattern. A variation is to have them make up a chant to go with their movements. For example, bend to the left, bend to the right, clap your hands with all your might." Some of the ideas are taken from: http://www.eslhq.com/forums/esl-forums/esl-games-activities/lesson-plan-body-parts-1546/and http://www.yourdictionary.com/esl/lesson-plans-for-body-parts.html.

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Appendix (26: B) Websites

Some websites that address V/L: http://www.riverdeep.com; http://www.learningspace.org; http://www.iearn.org; http://www.iste.org; http://www.nifl.gov; www.puzzlemaker.com; http://web.uvis.ca/hrd/halfbaked/; http://www.edhelper.com; http://enchantedlearning.com;://www.starfall.com; http://www.fcrr.org/Curriculum/pdf/GK-1/PA_Final_Part2.pdf.

Some websites that address L/M: http://www.hots.org; http://www.jc-schools.net/tutorals/interactive.htm; http://zone.msn.com/en/root/default.htm; http://www.freeworldgroup.com/game.html; http://www.tangrams.ca; http://www.selwoodscience.com.au; http://www.ixl.com/. http://www.pbs.org/teachersource/math.htm?default; http://www.webclass.asn.au/; http://www.ti.com/calc/docs/activities.htm; http://www.mathgoodies.com/. Some websites that enhance V/S intelligence: http://www.visual-learning.com; http://www.spatiallearning.org/index.html; http://www.picturemereading.com/index.htm; http://crosswordkit.com/; http://www.rightbrainedlearner.com; http://zone.msn.com/deluxegames/; http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm. Some websites that address the B/K intelligence: http://www.vadim.wwmediamit.edu; http://www.harmonicvision.com/products.htm; http://www.members.fortunecity.com/nadabs.visualarts.html; http://www.jasonproject.org. Some websites that enhance M/R in English language classrooms: http://www.nacell.org.uk/ideas/songsandrymes.htm; http://www.nurseryrhymes4u.com; http://www.soundpiper.com/mln/activities.htm; http://www.radiotower.com; http://www.writingsongs.com/linked_pages/songwriting_basics.htm; http://www.live365.com; http://www.music-madness.net.

Some websites that address the IE intelligence: http://www.iearn/org.about/index.htm; http://www.teachingheart.net/readerstheater.htm; http://www.surfaqarium.com; http://www.literacyconnection.com/ReadersTheater.html. Some websites that address the IA intelligence: http://school.familyeducation.com/personality/self-image/38506.html?detoured=1; http://www.nvcc.edu/home/lshulman/ActiveLearning/intelligenceindex/intrapersonal.hm;

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http://www.videojug.com/interview/middle-school-inter-and-intrapersonal-skills.

Some websites that address the NI intelligence: http://www.seaworld.org/animal-info/animal-bytes/index.htm; http://www.edwebproject.org/; http://www.scriptorium.org/oddyssey; http://www.newhorizons.org; http://www.green.org; http://www.exploritorium.com/. The following are samples of English Professional Network (http://www.etni.org).(http://www.developingteachers.com) (http://www.developing t2t.com: Network for the English language teaching community) (http://www.edhelper.com)

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