Abstract:
The purpose of this study was to analyze the activities in Communicative English Skills I and II materials
and to see to what extent they promote Multiple Intelligence Theory (MIT). It also aimed at assessing the
extent to which the activities have been implemented in Communicative English Skills classrooms with
regard to MIT Descriptive survey study was employed as a research methodology because it was
believed to be appropriate for achieving these objectives. Two English language modules were analyzed
in order to know to what extent the activities encourage learners' intelligences. In this study, a sample of
250 first year regular students were selected using stratified random sampling and 8 English language
instructors were selected through available sampling techniques. Document analysis, observation,
interview and questionnaire were used to gather the data. An evaluation checklist was used to analyze the
two Communicative English Skills materials used in the college. Thedata obtained through questionnaire
were analyzed using one-sample t-test, one -way ANO VA and Schejfe 's post-hoc test. The data obtained
from classroom observation were analyzed qualitatively. Besides, the data gathered through evaluation
checklist were analyzed mainly using percentages. Interview was used to triangulate results obtained
from classroom observation and questionnaire and later analyzed qualitatively. The findings of the
results obtai_ned from the document analysis revealed that the activities in the two materials covered a
limited range of intelligences and catered mainly to verbal/linguistic and intrapersonal intelligences. In
addition, the data from students ' questionnaire, instructors' interview and classroom observation
indicated that Multiple Intelligence (MI) principles were not that much applied in Communicative English
Skills classrooms. In the actual classrooms, verbal/linguistic and interpersonal intelligences were found
to be highly employed than the other types of intelligences. Finally, based on the findings and discussions
in general, some suggestions were made regarding assessing the activities in the two English language
materials and other similar materials in the department in light of MIT and providing an in depth training
for English language instructors to apply MIT in the classroom.
