INTEGRATING MULTIPLE INTELLIGENCES TO ENHANCE THE ESL WRITING SKILLS AMONG MALAYSIAN PRE-UNIVERSITY STUDENTS

Abstract

Abstract The reliance on high-stakes testing, such as the Malaysian University English Test (MUET), has perpetuated the myth that formulaic writing is the optimal way to teach students. Hence, the five-paragraph essays or the “hamburger” approach continue to be reinforced. However, this approach hinders their ability to write argumentative essays effectively. To address this issue, a module on Multiple Intelligences (MI) was developed to improve students’ writing performances. This study was set out to determine whether giving pre-university students MI instructions improves their English writing abilities and to examine whether the instructions taught using MI Instruction can be retained by them. A quasi-experimental research design was employed, involving 60 pre-university students purposively selected from Universiti Malaysia Sabah (UMS). Two groups were created out of them: the experimental group and the control group. Each group received different treatment conditions during the intervention period - one with the implementation of MI Instructions, while the other received a traditional lecture-based instruction without being physically intervened (or manipulated with interventions). Using the Mann-Whitney software, the significant differences between the mean scores were identified by comparing the scores of the pre- and post-test of both groups, thus proving that the MI Instructions were effective in improving the students’ writing performances in English. The findings underscore the need for curriculum reform in ESL writing instruction, advocating the integration of Multiple Intelligences theory to foster more flexible, learner-responsive pedagogies that address diverse cognitive profiles and enhance students’ written performance.