EFFECTIVENESS OF THE MULTIPLE INTELLIGENCES INSTRUCTIONS WITHIN THE E-LEARNING SETTING DURING THE POST-COVID ERA

Abstract

The COVID-19 outbreak quickly demonstrates the importance of adopting online education in teaching and learning. It has forced education systems worldwide to find alternatives to face-to-face interactions. Language instructors have made attempts to explore and utilise the e-learning tools to enrich their teaching and assist learners in improving their language learning. This paper, therefore, attempts to shed light on the effectiveness of implementing the Multiple Intelligences Instructions within the e-learning setting, thus present an unprecedented opportunity to continue adopting this digitally-enhanced approach post-pandemic. A Paper 800/4 (Writing) Task 2 of Malaysian University English Test (MUET) 2020 question was administered to 40 pre-university students from Preparatory Centre of Science and Technology, Universiti Malaysia Sabah. The study employed a quantitative methodology and the data were analysed using the Mann-Whitney U Test. The findings show that the adoption of the Multiple Intelligences Instructions in the English as a Second Language (ESL) writing classes improves the students’ skills in writing. This study calls Malaysian English educators to acknowledge students’ differences in learning, thus redesign the lessons by incorporating all intelligence for the students to actively manifest their preferred learning styles in acquiring the English language. The implementation of this writing module in an e-learning environment received positive feedbacks from the students, suggesting it would be a promising module to improve the students’ writing skills.