Utilizing Multiple Intelligences Theory in College English Teaching: Strategies to Enhance Low-Proficiency Learners' English Language Skills

This study explores the application of Howard Gardner’s Multiple Intelligences (MI) theory in enhancing the English proficiency of Low-Proficiency Learners among university students in China. Amid growing concerns over the generally weak English performance of college students, this research investigates whether MI-informed teaching strategies can provide effective pedagogical interventions. A quasi-experimental design was employed, involving two parallel classes of non-English majors: one experimental group received MI-based English instruction, while the control group followed traditional teaching methods. The intervention lasted for 16 weeks and integrated various intelligence types - linguistic, musical, bodily-kinesthetic, interpersonal, intrapersonal, and more - into classroom activities such as role plays, group discussions, music-assisted pronunciation training, and reflective writing tasks. Data were collected through pre- and post-tests, motivation surveys, classroom observations, and semi-structured interviews. The results demonstrated that the experimental group showed significantly greater improvement in listening, reading, and writing skills compared to the control group. Additionally, students exhibited increased motivation, higher engagement, and more positive attitudes toward language learning. The study also found that matching instructional activities to students’ dominant intelligence types contributed to more personalized and effective learning experiences. The findings confirm that MI-based teaching is particularly beneficial for Low-Proficiency Learners by activating their potential through diversified learning channels. The study offers both theoretical and practical implications, suggesting that MI theory can serve as a viable framework for differentiated instruction in tertiary English education. Recommendations are provided for curriculum designers, English instructors, and institutional leaders to incorporate intelligence-responsive practices into teaching and assessment. Future research may further explore the long-term impact of MI integration and its cross-disciplinary applications.