Multiple Intelligences and EFL Learners’ Writing Complexity, Accuracy, and Fluency from a Positive Psychology Perspective

Articles in Press

Document Type : Original Article

Authors

1 Assistant Professor, Department of English Language, Faculty of Humanities, Khatam University, Tehran, Iran.

2 M.A. in TEFL.Department of English Language, Khatam University, Faculty of Humanities, Tehran, Iran.

Abstract

Despite strong arguments to posit Multiple Intelligences (MI) within positive psychology (PP), a notable gap remains in the existing literature in this regard. The present quantitative study aimed to address this shortcoming by examining the relationship between MI and Grammatical Complexity, Accuracy, and Fluency (CAF) in EFL learners’ writing to support learners’ engagement, enjoyment, and autonomy. For this purpose, 244 EFL learners between the age of 18 to 37 completed the Persian version of McKenzie’s MI Inventory and an essay writing task. MI showed no significant relationship with accuracy and complexity; however, multiple correlation, regression, and partial correlation analyses indicated that while verbal and interpersonal intelligences significantly predicted fluency in writing, intrapersonal intelligence negatively predicted it, regardless of individuals’ age and gender. The findings are hoped to enhance our understanding of the role of MI in language learning and performance, particularly in writing skill, and help L2 practitioners deliver more accurate, accommodating, and individualized writing instruction.

Keywords

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 16 December 2025

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History

  • Receive Date: 12 August 2025
  • Revise Date: 14 December 2025
  • Accept Date: 16 December 2025

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