The Influence of Linguistic and Logical-Mathematical Intelligences on EFL Reading Comprehension
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| Title: | The Influence of Linguistic and Logical-Mathematical Intelligences on EFL Reading Comprehension |
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| Language: | English |
| Authors: | Silvi Listia Dewi, Misnar Misnar, Burhanuddin Yasin, Faisal Mustafa, Omar Khalifa Burhan |
| Source: | PASAA: Journal of Language Teaching and Learning in Thailand. 2025 71:160-183. |
| Availability: | Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: https://www.culi.chula.ac.th/en/pasaa/1 |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Second Language Learning, English (Second Language), Reading Comprehension, Intelligence, Language Aptitude, Mathematical Aptitude, High School Students, Persuasive Discourse, Reading Tests, Aptitude Tests, Learning Processes, Multiple Intelligences, Foreign Countries |
| Geographic Terms: | Indonesia |
| ISSN: | 0125-2488 2287-0024 |
| Abstract: | Intelligence is a key factor underlying individual differences in learning. This study aimed to determine whether students with strong linguistic and logical-mathematical intelligences learned better or more quickly than those with weak linguistic and logical-mathematical intelligences. Forty-nine senior high school students were taught reading comprehension of argumentative texts for three meetings, before and after which a reading test was administered. In addition, a differential aptitude test was administered to measure students' mathematical and linguistic intelligences. A paired sample t-test and Pearson's correlation formula were used to analyze the data, at a significance level of .05. The research results showed that students with low and high linguistic or logical-mathematical intelligences improved their ability to comprehend the texts after the treatment. No significant difference was observed between students with different levels of either linguistic or logical-mathematical intelligence. In addition, levels of logical-mathematical and linguistic intelligences did not significantly correlate to the improvement of reading comprehension. Therefore, students who had stronger linguistic intelligence did not learn better or more quickly than those with weaker linguistic intelligence, and the same pattern was found for logical-mathematical intelligence. This result suggests that teachers may teach reading to EFL students without needing to adjust teaching methods and materials to match their students' dominant intelligences. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491616 |
| Database: | ERIC |
| Abstract: | Intelligence is a key factor underlying individual differences in learning. This study aimed to determine whether students with strong linguistic and logical-mathematical intelligences learned better or more quickly than those with weak linguistic and logical-mathematical intelligences. Forty-nine senior high school students were taught reading comprehension of argumentative texts for three meetings, before and after which a reading test was administered. In addition, a differential aptitude test was administered to measure students' mathematical and linguistic intelligences. A paired sample t-test and Pearson's correlation formula were used to analyze the data, at a significance level of .05. The research results showed that students with low and high linguistic or logical-mathematical intelligences improved their ability to comprehend the texts after the treatment. No significant difference was observed between students with different levels of either linguistic or logical-mathematical intelligence. In addition, levels of logical-mathematical and linguistic intelligences did not significantly correlate to the improvement of reading comprehension. Therefore, students who had stronger linguistic intelligence did not learn better or more quickly than those with weaker linguistic intelligence, and the same pattern was found for logical-mathematical intelligence. This result suggests that teachers may teach reading to EFL students without needing to adjust teaching methods and materials to match their students' dominant intelligences. |
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| ISSN: | 0125-2488 2287-0024 |
