Abstract

This experimental research investigates the relationship between multiple intelligences (MI)-related projects and EFL learners’ autonomy. The experiment was conducted at Vinh University, involving 59 non-English majored students. Autonomy tests, project rubrics, and project questionnaires were employed to collect the data for analysis. The findings showed that after fifteen weeks of treatment with five projects the students involved in MI projects were more self-controlled in exploiting information sources, learning process and language learning than students in the control groups. The experiment groups also showed students’ significant increased motivation in MI projects.

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