Document Type: Original Article
PhD Candidate, firstname.lastname@example.org; Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Associate Professor, email@example.com; Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Assistant Professor, bah.hadian@Khuisf.ac.ir; Department of English Language, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Robust gender effect has been reported in Multiple Intelligences (MI)-EFL studies across cultures. Nevertheless, research results vary in effect size, Intelligence type, overall estimation etc. The variance is mainly explained in terms of socio-cultural factors. However, although manifold MI inventories and scales are used in studies, the role of the MI-test type in creating variance has not been studied thus far. This article sets out to comparatively examine two widely used MI tests, MMII (McKenzie’s Multiple Intelligences Inventory) and the MIDAS (Multiple Intelligences Developmental Assessment Scales) in terms of gender effect. Kolmogorov-Smirnov test, paired-samples and independent-samples t-tests were applied to the data. The findings indicated non-normal distribution of MMII and normal distribution of MIDAS data. No male-gender effect was found in the MIDAS test results while in MMII results significant male effect was observed in Logical/Mathematical intelligence. While both tests showed significant female gender effects, the Intelligence types indicating the effect varied. In MMII, Spatial, Musical, Kinesthetic and Linguistic Intelligences signified female effect and in the MIDAS, Spatial, Linguistic and Musical. The study provides new insights into how MI assessment instrumentation can have significant impacts on MI-EFL research findings and MI-differentiated EFL teaching.