MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY -------- ∞0∞-------- VO THANH TRUC AN ANALYSIS OF THE REPRESENTATION OF MULTIPLE INTELLIGENCES THEORY IN THE FIFTH GRADE ENGLISH TEXTBOOK IN VIETNAM MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2023 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY -------- ∞0∞-------- VO THANH TRUC AN ANALYSIS OF THE REPRESENTATION OF MULTIPLE INTELLIGENCES THEORY IN THE FIFTH GRADE ENGLISH TEXTBOOK IN VIETNAM Major: Teaching English to Speakers of Other Languages Major code: 8 14 01 11 MASTER OF ARTS IN TESOL Supervisor: TRAN QUOC THAO, Ph.D HO CHI MINH CITY, 2023 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự do – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: Võ Thanh Trúc Ngày sinh: 02/12/1995 Nơi sinh: Tiền Giang Chuyên ngành: LL&PPDHBM Tiếng Anh Mã học viên: 1881401110040 Tôi đồng ý cung cấp toàn văn thông tin luận án/ luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh. Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận án/ luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh. Ký tên (Ghi rõ họ và tên) ………………………………… CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc Ý KIẾN CHO PHÉP BẢO VỆ LUẬN VĂN THẠC sĩ CỦA GIẢNG VIÊN HƯỚNG DẪN Giảng viên hướng dẫn:. Học viên thực hiện: .Ĩiế/Lâ'Cỉli.
Ý kiến của giáo viên hướng dẫn về việc cho phép học viên. đươc bảo vô luân văn trước Hôi done:. Thành phố Hồ Chí Minh, ngày. i STATEMENT OF AUTHORSHIP I certify that this thesis entitled: “An analysis of the representation of multiple intelligences theory in the fifth grade English textbook in Vietnam" is my original work; it is based on my own research.
All sources used in this thesis have been documented. This piece of work has not been submitted for assessment in any subject or course at Open University or elsewhere. Ho Chi Minh City, 2023 Vo Thanh Truc ii ACKNOWLEDGEMENT I would like to take this opportunity to extend my deepest appreciation to everyone who has assisted me in achieving my goal of completing this Master's Thesis. This adventure has been one of the most incredible and memorable experiences of my life, and I will never forget it.
I would like to convey my heartfelt gratitude and appreciation to my supervisor, Dr. Thao Quoc Tran. I am eternally grateful to Dr. Thao Quoc Tran for devoting so many hours to me and my study.
He was always willing to give words of encouragement. Furthermore, he inspired my study and fueled my enthusiasm for the English language. Most importantly, I would like to thank Dr. Thao Quoc Tran for teaching me how to aim for excellence.
This study would not be possible without the assistance of my wonderful classmates. I was extremely fortunate to have wonderful friends who provided me with helpful and constructive counsel. I would like to appreciate Ms. Hong Phan for her advice and encouragement.
iii ABSTRACT According to the Multiple Intelligences (MI) theory, human intelligence is composed of various types of intelligences, and each individual holds all of them to varying degrees. The purpose of this study was to investigate the manner in which the Theory of Multiple Intelligences was covered in the fifth grade English textbook Family and Friends 5 Special Edition in Vietnam. The research examined the representation of MI in the textbook by using an analytical descriptive approach, which included document analysis, coding, and other methods to identify MI indicators in the text. The sample was composed of all units of the fifth grade English textbook.
The study includes eight of the Intelligences from Howard Gardner's Multiple Intelligences (MI) Theory. The analysis of the fifth grade English textbook revealed that the dominant intelligences represented were Verbal/Linguistic and Visual/Spatial. The least dominant intelligences were Interpersonal, Intrapersonal, Musical, Naturalist, Bodily/Kinesthetic intelligences. Key words: Multiple Intelligences theory, textbook, textbook analysis, the fifth grade iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP.
iii TABLE OF CONTENTS. iv LIST OF TABLES .vi LIST OF FIGURES.vii LIST OF ABREVIATIONS. Background to the study. Statement of the problem.
Purpose and research questions of the study. Scope of the study. Significance of the study. Definitions of key terms.
Organisation of the thesis. Multiple Intelligences theory. Multiple intelligence theory in EFL teaching and learning. The roles of textbooks in language education.
Multiple Intelligence theory in English textbooks. Data collection procedures. Validity and reliability. 33 RESULT AND DISCUSSION .1 Types of multiple intelligences represented in the textbook Family and Friends 5 Special edition.
Activities with a combination of intelligences. 63 CONCLUSION AND RECOMMENDATIONS. Summary of the study .4 Limitations of the study. Recommendations for further research.
73 The MIs Checklist, developed by Ebadi and Beigzadeh (2016). 73 vi LIST OF TABLES Table 3.1: The structure of one unit of the textbook .2: The topic of each unit in the textbook. 3: Methods of analysis. 1: Frequency distribution of different types of MIs in the textbook Family and Friends 5 Special Edition.
2: Activities Representing Verbal/ Linguistic Intelligence. 3: The number and percentage of activities that reflect Verbal/ Linguistic intelligence. 4: Activities Representing Spatial Intelligence. 5: The number and percentage of activities that reflect Spatial/ Visual intelligence.
6: Activities Representing Musical Intelligence. 7: The number and percentage of activities that reflect Musical intelligence. 8: Activities Representing Bodily/ Kinesthetic Intelligence. 9: The number and percentage of activities that reflect Bodily/ Kinesthetic.
10: Activities Representing Interpersonal intelligence. 11: The number and percentage of activities that reflect Interpersonal intelligence. 12: Activities Representing Intrapersonal intelligence. 13: The number and percentage of activities that reflect Intrapersonal intelligence.
14: Activities Representing Logical/ Mathematical intelligence. 15: The number and percentage of activities that reflect Logical/ Mathematical intelligence. 16: Activities Representing Naturalist intelligence. 17: The number and percentage of activities that reflect Naturalist intelligence.
55 vii LIST OF FIGURES Figure 2. 1: The framework of MIs in the English textbook. Family and Friends 5 Special edition – Unit 1, lesson 1 (p. 2: Family and Friends 5 Special edition – Unit 2, lesson 5 (p.
3: Family and Friends 5 Special – Unit 7, lesson 6 (p. Family and Friends 5 Special edition – Unit 2, lesson 3 (p. Family and Friends 5 Special edition – Unit 1, lesson 3 (p. Family and Friends 5 Special edition – Unit 1, lesson 2 (p.
Family and Friends 5 Special edition – Unit 4, lesson 6 (p. Family and Friends 5 Special edition – Unit 6, lesson 6 (p. Family and Friends 5 Special Edition – Review 1 (p. Family and Friends 5 Special Edition – Unit 5 – Lesson 5 (p.
Family and Friends 5 Special Edition – Extensive reading (p. 57 viii LIST OF ABREVIATIONS MIs: Multiple intelligences MI theory: Multiple intelligences theory VL: Verbal/Linguistic intelligence LM: Logical/Mathematical intelligence SV: Spatial/Visual intelligence BK: Bodily/Kinesthetic intelligence M: Musical intelligence IR: Interpersonal intelligence IA: Intrapersonal intelligence N: Naturalist intelligence M: Coder 1 and Coder 2's agreed signal count. N1: Coder 1 signal count. N2: Coder 2 signal count 1 CHAPTER 1 INTRODUCTION 1.
Background to the study In Vietnam, implementing Resolution No. 88/2014/QH13 dated November 28, 2014 of the National Assembly, Decision No. 404/QD-TT dated March 27, 2015 of the Prime Minister on renovation of educational curricula and textbooks 32/2018/TT-BGDDT dated December 26, 2018 on the General Education Program (General Education Program 2018), in which Foreign Language 1 (English) is a compulsory subject, taught from grade 3 in the school year 2022 - 2023. Teaching English to students in grades 3 through 5 aids in the formation and development of their communication skills through the four skills of listening, speaking, reading, and writing, with a primary focus on listening and speaking.
The process teaching program at the heart of the English language arts curriculum guarantees that student learning is at the center of all classroom activities. The content of teaching at the primary level ensures that students are able to understand and use familiar structures on a daily basis; essential vocabulary chosen to address particular communication requirements. Students can identify themselves and others, respond with personal details, such as where they live, their relatives, and their friends, and communicate easily with one another provided that their conversation partner speaks slowly and clearly and is willing to cooperate and seek assistance. Therefore, teachers are viewed as the process's organizers and guides; they encourage students to participate in language practice activities to the fullest degree possible and gradually increase their capacity for independent study.
According to Nguyen and Banh (2021), psychological characteristics of primary school students develop unevenly. In the same age group, their abilities and intellectual development are not the same. This shows that the selection of methods of teaching English for primary school students 2 according to the theory of multiple intelligences needs to create favorable conditions to attract and active students' learning activities, provide optimal performance. The Ministry of Education and Training has issued Circular No.
28/2020/TT-BGDDT promulgating the Charter of Primary Schools. According to the Article 17 of the Primary Schools’ Charter, each class at the primary level has no more than 35 students. However, in fact, for many objective reasons, many schools in many localities had to flexibly increase the number of classes to more than 40 students, some schools up to 50 students. Jones (2007) stated that the language classroom is designed to be student-centered.
The class size is small, never exceeding 12 pupils, and the students' skill levels are roughly equivalent. Therefore, according to Merve, 2015, “English teachers often face with classrooms filled with a higher number of students and whose competencies in English are quite different from each other” (p. This causes difficulties for English teachers in classes in Vietnam. Besides, the teachers have no much time to develop their own material.
Estaji and Nafisi (2014) hold that to convey the curriculum objectives to students, the textbooks play an intermediary role through the help of the teachers. Textbooks are useful tools that teachers organize creativity and reduce the time for preparation in class. Textbooks do not only provide a framework for teachers to achieve the goals and objectives of the course, but also a guide for teachers as they proceed with the lesson (Montasser, 2013). Thus, it is important to investigate textbooks because the textbooks play an essential role in language teaching.
According to Hamza (2021), he stated that Gardner's (1983) Multiple Intelligences Theory is one criterion used to evaluate texts. Berman (2005) also claimed that students can be attracted by assigned activities with different methods which use MI theory. Estaji and Nafisi (2014) found the following: Not only has the theory of MI had a major impact on the design of the curriculum for teaching a foreign language, but it has also had a significant influence on the design of the teaching materials for that curriculum. In addition, a curriculum that 3 is influenced by MI has the potential to boost students' academic achievement as well as their motivation and participation in the classroom (p.
According to Howard Gardner's MI theory, eight types of intelligence include Logical/ Mathematical intelligence, Verbal/ Linguistic intelligence, Spatial/ Visual intelligence, Musical intelligence, Bodily/ Kinesthetic intelligence, Interpersonal intelligence, Intrapersonal intelligence, and Naturalist intelligence. Jado S (2015) shows that in order to accommodate students' myriad approaches to learning, educational institutions in general and school materials in particular need to incorporate a wide range of instructional strategies.