The Effect of Multiple Intelligence-Oriented Thematic Clustering on Advanced Efl Learners’ Vocabulary Learning

Burgeoning research in applied linguistics has underscored the interplay among individual, cognitive, and social variables that can delineate the ultimate attainment in various areas including vocabulary learning and the need to explore how innovative conflation of these dimensions may promote learning outcomes. the present quasiexperimental study examined the impact of thematic vocabulary instruction (tvi) with and without multiple intelligenceoriented tasks on advanced efl learners’ vocabulary learning and scrutinized probable differences among individual learners with varying intellectual propensities. thus, a stratified homogeneous sample of 80 advanced efl learners was selected and randomly assigned to four groups; the first and the second experimental groups (eg1 and eg2) received tvi with tasks compatible and incompatible with their dominant intelligence, respectively. the third experimental group (eg3) received tvi focused on coursebook exercises and the control group (cg) received nonthematic instruction based on textbook exercises. a parallel vocabulary test was administered to measure the participants’ vocabulary learning. the research data were analyzed via the kruskalwallis and mannwhitney tests and revealed that the eg1 significantly outperformed the other groups and intrapersonallyintelligent learners significantly underperformed their peers in the eg1. the findings underscore the significance of taking individual differences into account and offer a number of pedagogical implications.