Abstract

This study tries to shed some light on the Iranian EFL students’ writing strategies at the revision stage of the process of writing in relation to students’ interpersonal or intrapersonal intelligences. A total of 73 students majoring in English participated in this investigation. The results indicated that there was a significant relationship between the participants’ writing revision strategies and their dominant MI profiles. An analysis of covariance also indicated that the type of revision did not have any significant effect on the participants’ writing achievement.

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