MULTIPLE INTELLIGENCES IN THE DEVELOPMENT OF ORAL COMMUNICATIVE SKILLS IN ENGLISH AS A FOREIGN LANGUAGE AMONG HIGH SCHOOL STUDENTS

Abstract

The learning of English as a foreign language is increasingly recognized as a critical skill in today’s globalized world. However, many students encounter challenges due to traditional teaching methods emphasizing memorization and repetition. This study explores applying the theory of multiple intelligences, specifically interpersonal intelligence, to enhance English language instruction and create a more inclusive and effective learning environment. The research focuses on high school students and their development of oral communication skills, highlighting the social importance of training competent citizens in English usage. A mixed-methods approach, including an explanatory-sequential investigation, was employed to analyze the relationship between interpersonal intelligence and the development of oral communicative competence in English as a foreign language among high school students. The results indicated a low level of development in both oral communicative skills and interpersonal intelligence. This finding allows us to conclude a significant relationship between the two; students who can socialize and express their ideas within a group will likely find it easier to communicate in another language, overcoming the fear of making mistakes. Practicing empathy emerges as a key component of their development within the classroom.