Investigating Teachers’ and Learners’ Perspectives about the Effect of Linguistic Intelligence on Boosting Students’ Writing Proficiency A case of second- year students at Abdelhafid Bossouf University Centre of Mila.

Abstract

Even after years of learning English as a foreign language, learners still face difficulties in written communication. These difficulties in writing are due to many reasons like lack of vocabulary and grammar rules. In fact, it requires many efforts and practices to come out with a good writing product. This study aims at identifying teachers’ and learners’ perceptions towards the effects of linguistic intelligence (LI) on the academic achievement of EFL Learners’ writing proficiency. To answer the following research questions: 1) Are teachers and learners aware of the significant role of linguistic intelligence on boosting students’ writing proficiency?2) Do teachers and learners have positive views toward the role of linguistic intelligence? 3)Do learners face difficulties when writing in English? 4) Do learners know the writing skills methods and techniques? and achieve our aim, a descriptive method is opted for. To obtain the necessary data, a questionnaire is administered to fifty students of English at the Department of Foreign Languages, University centre of Mila, and another questionnaire is administered to ten teachers of Written Expression at the same university centre. The primary research findings reveal that linguistic intelligence is indeed emphasized in the development of learners’ writing skills and that linguistic intelligence helps promote learners’ ability to write. Eventually, the research work proffers a multiplicity of recommendations for pedagogy and future research with the purpose of drawing more attention to learners’ linguistic intelligence and their writing.