Open AccessA Qualitative-Exploratory Pilot Study To Explore Students’ Perception On Experience And Multiple Intelligences’ Impact On Their Linguistic & Personal Growth
Author(s) -
Rocco Acocella
Publication year - 2021
Publication title -
european journal of teaching and education
Language(s) - English
Resource type - Journals
ISSN - 2669-0667
DOI - 10.33422/ejte.v3i1.669
Subject(s) - psychology , flexibility (engineering) , openness to experience , perception , theory of multiple intelligences , personal development , qualitative research , relation (database) , mathematics education , pedagogy , computer science , social psychology , sociology , social science , statistics , mathematics , neuroscience , psychotherapist , database
Since learning represents one of the most relevant aspects of a humans’ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring improvements and making an action towards innovation within the educational systems. The qualitative-explorative pilot case study at issue aims to investigate a potential connection between Experience and Multiple Intelligences in relation to the linguistic and personal learning process. Specifically, its main goal is to draw a better understanding of students’ perception on the impact of past living-studying experiences and multidimensional teaching techniques on their linguistic and personal growth. To further investigate these objectives, there have been analysed 33 qualitative feedback from academical students studying languages collected through an inductive reasoning-based online survey structured as written interview and composed by closed-ended multiple choice questions, open-ended questions and ranking questions. The major findings claim that both living and studying abroad contributes to acquire metalinguistic awareness, to improve language skills and to develop life-long skills. Additionally, students recognised the implementation of Multiple Intelligence as an effective alternative to lectures as language teaching-learning strategy thanks to its flexibility and openness towards skills diversity.