THE EFFECT OF COOPERATIVE LEARNING ACTIVITIES BASED ON MULTIPLE INTELLIGENCES THEORY ON VOCABULARY LEARNING IN EFL CLASSES

This study has aimed to investigate the effects of cooperative learning activities based on multiple intelligences theory on vocabulary learning in efl classes. in the study, which is based on a pre-test – post-test model, and which has been carried out on two groups – the experimental and control groups - each of which consists of 24 students, the subjects have been the students in the preparatory classes at the faculty of art and science in amasya university. during the teaching session of the study, which lasted six weeks, the experimental group, which was determined at random, was taught some vocabulary items through cooperative learning activities based on multiple intelligences theory while the other group- the control group - was taught through traditional methods. the data have been gathered through ‘vocabulary test’ developed by the researchers, and ‘multiple intelligence inventory’, developed by t. armstrong (2000). the findings of the study - the comparison of the pre-test and the post-test scores of the two groups has revealed that there is a statistically significant difference between the two groups in favour of the experimental group. in other words, the study has proved that the cooperative learning activities based on multiple intelligences theory have a positive influence on the students’ vocabulary learning in the experimental group.