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This paper investigates the effects of Multiple Intelligences-based homework on EFL students’ vocabulary learning at a university in Vietnam. Based on the Multiple Intelligences (MI) Theory framework and Action Research approach, the homework instructions were adapted according to different types of intelligences. After four weeks of practice, it was found that students made use of different strategies to learn new words. They also showed creativity and a greater enthusiasm toward vocabulary learning.

Multiple Intelligences-Based Homework and EFL Students’ Vocabulary Learning