Publication:
Comparison of effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and conventional instruction

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Issued Date

2013

Resource Type

Article

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application/pdf

ISSN

19164742

DOI

10.5539/elt.v6n9p1

Other identifier(s)

2-s2.0-84882668174

Rights Holder(s)

มหาวิทยาลัยศรีนครินทรวิโรฒ

Bibliographic Citation

English Language Teaching. Vol 6, No.9 (2013), p.1-18

Suggested Citation

Rattanavich S. Comparison of effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and conventional instruction. English Language Teaching. Vol 6, No.9 (2013), p.1-18. doi:10.5539/elt.v6n9p1 Retrieved from: https://hdl.handle.net/20.500.14740/6574

Title

Comparison of effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and conventional instruction

Author(s)

Rattanavich S.

Abstract

This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and statistical data analysis using MANOVA with repeated measures, t-test for independent samples, basic statistical analysis and figures, showed significantly higher development in English performance (reading, listening-speaking and writing), expressed significantly positive opinions at a much higher level on the learning program, and identified more experiences in using each and every aspect of multiple intelligences than what the two control groups did. The results thus show that prospective teachers whose English language performance was enhanced with integrated content areas can benefit their students for learning English across the curriculum. © for this article is retained by the author(s), with first publication rights granted to the journal.

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URI

https://hdl.handle.net/20.500.14740/6574

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Scopus: Year 1983-2021

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