A Study of the Relationship between Iranian EFL Learners’ Level of Spatial Intelligence and Their Performance on Analytical and Perceptual Cloze Tests

Moussa Ahmadian, Vahid Jalilian


During the last two decades, Gardner’s theory of multiple intelligences with its emphasis on learner variables has been appreciated in language learning. Spatial intelligence, as one domain of the multiple structures of intelligence, which is thought to play a great role in reading, writing, and literacy, particularly in L2 learning, has not received sufficient attention as it deserves. The aim of this study was twofold: (1) to examine the relationship between EFL learners’ spatial intelligence and their performance on cloze tests in general; (2) to determine which variety of cloze tests, analytic or perceptual (based on deletion method), may correlate more strongly with learners’ spatial intelligence. Accordingly, a correlational study was conducted with 41 male Iranian EFL learners at Jihad Daneshgahi Language Center of Tehran University (Iran). Participants’ scores on the spatial intelligence test were first compared with their scores on two cloze tests. Next, the obtained correlations were examined to see the effect of deletion method for cloze tests on the strength of the relationship between the spatial intelligence scores and scores on the cloze tests. Significant correlations (0.61 and 0.56) were found between the variables. The findings emphasize making reconsiderations in using cloze tests in EFL contexts. Further research is also suggested to explore spatial intelligence and its role in language classrooms.

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DOI: http://dx.doi.org/10.5539/elt.v5n3p202

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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