The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus.

The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus. | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus. Tilahun Gebretsadik, Getachew Seyoum, Adege Alemu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7947275/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 4 You are reading this latest preprint version Abstract This study aims to investigate the effect of Multiple Intelligence-Oriented Instructional (MI-OI) approaches to the English as a Foreign Language (EFL) students’ achievement engaged in argumentative writing. Operating a quasi- experimental design, the research employs mixed methods to data analysis. The participants comprised of the EFL students from the College of Business and Economics at Jimma University during the 2024–2025 academic years in Ethiopia. A total of 90 students, each consisting of 45, were randomly selected from four intact groups, designating into a control and experimental groups by lottery method. Quantitative data were collected through writing achievement tests while qualitative data were gathered through structured interviews. Statistical analysis was performed using SPSS v.28, which included descriptive and inferential statistics, while qualitative data were analyzed using Atlas.ti v.28. An independent-samples t-test indicated remarkable differences in the quality of argumentative essays produced by the groups (t = .000, df = 88, p < .001). Pair wise statistical comparisons illustrated a perceptible increase in writing achievement scores for the experimental group, shifting from (M = 2.3333, SD = .52223) to (M = 3.5778, SD = .54309), with t(45) = -12.287, p < .001. Qualitative data further support these findings, as participants reported that the integration of MI-OI strategies significantly enhanced their argumentative writing skills. In conclusion, the study advocates for the implementation of MI-OI methods in EFL contexts, demonstrating substantial benefits for students’ essay writing achievement in learning argumentative writing. Thus, the researcher recommended that educators should incorporate the MI-OI approaches into EFL writing curriculum to foster EFL students’ proficiency in argumentative writing. Multiple Intelligence Writing Argumentative Writing Argumentative Essay Writing Achievements 1. Introduction In a globalized world, the need for quality English language teaching has grown dramatically, underscoring its use as a teaching tool in a variety of socioeconomic, political, and cultural spheres (Gündüz & Ünal, 2016 ). To maximize language skills learning, educators are urged to use effervescent teaching approaches that take into account learners various intelligences. Improving writing skills is essential for academic success in Ethiopia, where English is the primary language of higher education. To help achieve this, courses that concentrate on different facets of writing have been created (Habtamu, 2018 ). Evaluating students’ major intelligence types is crucial to help them build their academic writing abilities. Introduced in 1983, Howard Gardner's Theory of Multiple Intelligences (MIT) provides a basis for instructional practices that target the unique learning demands of each student (Sigha & Bechoua, 2020 ). According to Gardner, each individual has a variety of intelligences that affect their learning styles and results, including verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalistic, visual-spatial, and existential (Gardner, 2011 ). MIT can improve attitudes toward learning English as a foreign language and increase cultural knowledge when incorporated into classroom activities. EFL learners are more likely to engage with tasks and complete the tasks successfully when they use a variety of MI-profiles, according to research (Ishtiaq, 2009). Better writing skills can also be developed by incorporating pertinent themes and strategies into EFL curriculum and emphasizing the customization of teaching approaches based on these intelligences. Despite the possible advantages of MIT-focused education, a lack of resources and inefficient teaching strategies make it difficult for many Ethiopian university students to become good writers. Prior educational background and instructional methodologies are two factors that significantly impact students' motivation and writing task achievement (Alamirew 2005 ; Habtamu 2018 ). Improving the ability to write arguments is especially important for the academic development of EFL students. Research indicates that EFL students’ argumentation abilities can be strengthened by combining self-regulation techniques with explicit instruction tailored to EFL learners’ MI profiles (Ferretti & Fan, 2016 ). Therefore, the purpose of this study is to investigate how MI-oriented teaching approaches affect EFL students’ performance, particularly when it comes to writing argumentative essays at Jimma University. 2. Statement of the problem The integration of Multiple Intelligences Theory (MIT) into language pedagogy has been widely recognized for its potential to enhance the macro-skills essential for English as a Foreign Language (EFL) learners, including writing and argumentation (Palmberg, 2011 ; Armstrong, 2008 ). By acknowledging the diverse intellectual profiles of students, MIT promotes interactive, student-centered learning that fosters robust communication skills (Yohannes Tefera, 2015). Despite its demonstrated efficacy, the Ethiopian EFL curriculum has yet to systematically incorporate these principles. This neglect has contributed to significant difficulties among students in producing coherent and relevant written work (Habtamu, 2018 ). In response to such challenges, the Ethiopian Ministry of Education has initiated efforts to modernize curricula and syllabi to better address learner diversity. However, a critical barrier to these reforms is a pronounced scarcity of empirical research validating the application of MIT within the Ethiopian pedagogical context (Yohannes Tefera, 2015). The prevailing instructional paradigm remains largely traditional, emphasizing rule-based instruction at the expense of engaging the diverse intelligences crucial for developing higher-order cognitive skills such as reasoning and argumentation (Armstrong, 2009 ; Gardner, 2011 ). Consequently, as Yohannes Tefera (2015) notes, existing incremental adjustments within the educational system reflect a superficial understanding of MIT's role in accommodating varied learning preferences, rather than a foundational shift in instructional design. This reliance on pedagogies that are unresponsive to students' multifaceted intelligences and cultural backgrounds is a primary factor underlying the persistent struggles with academic writing among Ethiopian EFL learners. These deficiencies are particularly evident at the university level, where underdeveloped essay-writing skills impede overall academic performance. While international studies, such as those by Moafian and Ebrahimi ( 2015 ) and Kaur ( 2015 ), corroborate the negative impact of ineffective teaching strategies and the positive influence of specific intelligences on writing achievement, their findings remain largely unsubstantiated within the unique environment of Ethiopian higher education. Therefore, a significant research gap exists. Despite the recognized potential of MIT and the ongoing national curricular reforms, there is a conspicuous lack of investigation into Multiple Intelligence-Oriented Instructional (MI-OI) approaches for teaching argumentative writing in Ethiopian universities. This study seeks to address this void by empirically evaluating the effect of an MI-oriented instructional approach on the argumentative essay writing achievement of EFL learners at Jimma University, specifically within the framework of the Basic Writing Skills course—a course originally designed without consideration for learner intelligence profiles. The findings from this inquiry are poised to provide critical, context-specific evidence to inform effective pedagogical refinement and policy implementation. 1.3. General Objective The overall objective of this study is to investigate the effect of MI-OI on EFL students’ achievement in writing argumentative essay at Jimma University in Ethiopia. 1.3.1. Specific objectives The specific objectives of this study are to: scrutinize the effect of MI-OI on EFL students’ achievement in writing argumentative essay. examine the degree to which MI-OI enhances EFL students’ writing performance in argumentative essays, focusing on specific criteria like coherence and argument quality. assess how individual multiple intelligence profiles relate to EFL students’ achievements in argumentative essay writing within an MI-oriented framework, identifying key intelligences that contribute to success. 1.4. Research Hypothesis The two-research hypotheses considered in this study are: 1.4.1 Null Hypotheses (H 0 ) There is no statistically significant difference between the mean scores of the groups’ argumentative essay writing achievement based on their pretest and posttest result right after the intervention of the MI-oriented instructions. 1.4.2 Alternative Hypothesis (H a ) There is statistically significant difference between the mean scores of the groups’ argumentative essay writing achievement based on their pretest and posttest result right after the intervention of the MI-oriented instructions. Decision Based on the findings, an alternative hypothesis is accepted and the study hypothesizes that there is statistically significant improvement the mean scores of the groups’ argumentative essay writing achievement. 1.5. Significance of the Study The researcher expected that the findings of this particular research project conducted under the context of the recently emerging MIT could be useful to academics, educators, researchers, and students as source of research data. Moreover, those who create curricula and design syllabuses can exploit the results of this study and the implication for pedagogy can aid further teaching and research in line with MIT-oriented instructional approaches in Ethiopia and elsewhere. 1.6. Scope and Limitations This researcher conducted this particular study to the College of Business and Economics, department of management at Jimma University. The study was delimited to only to the course Basic Writing Skill (EnLa.201). The participants make up two intact groups (experimental and control) for the intervention. The research was done for the production of argumentative essay, argumentative essay writing proficiency dependent variables under the influence of the MI-oriented instructional approaches at Jimma University, in Ethiopia in the 2024 academic year. Limitations confronted to the journey of the study are the newness of the topic; testing the effect of MIT to writing in the Ethiopian context challenged the data source to support the research work. Regarding the quasi- experimental design, the best approach aimed to run a relatively small experimental study, however, these designs were found to be difficult and expensive to apply, and the results were frequently multifaceted to analyze and interpret. Finally, if more colleges and participants were included than what is suggested; the research findings would have been more representative, yet this study may not be generalized to all colleges at Jimma University, in Ethiopia. 2. Review of Related Literature 2.1 Multiple Intelligence According to Madkour, M., and Mohamed, R. A. A. M. (2016), Gardner’s theory of multiple intelligence (MIT) refers to a person’s innate abilities. Gardner defines intelligence as a biological, neurological, and psychological capacity that can be learned and enhanced through time. Every person possesses at least two or more bits of intelligences, which grow as the owner matures from childhood to adulthood. Multiple Intelligences are used in teaching and learning to improve experiences, which can be seen on either the left or right side of the brain (Mekhamer; Abdelaziz; Mohammed; Badr, 2008 ). Multiple intelligences (MIT) is a theory proposed by Howard Gardner in 1983, which identifies human intelligence into various modalities such as visual-spatial, verbal-linguistic, musical-rhythmic, logical- mathematical, interpersonal, intrapersonal, visual-spatial, naturalistic, bodily-kinesthetic and existential. Gardner believes that people learn in various ways and understanding these ways can help teachers adjust learning styles and suggest career paths for learners. These intelligences are essential for students to understand their environment, interact with others, and develop effective communication skills. The MIT contends that human intellect can be divided into nine categories, challenging the traditional understanding of intelligence’s narrow scope Gardner, H., & Hatch, T. ( 1989 ). For Warren-Powell, C. R. (2017), educators can deal with many students who do not learn more from the conventional ways by sharing the MIT that makes all students learn differently struggle in some subjects, like arithmetic or reading, while their peers perform well on exams, it can be upsetting for them. They might be successful in other fields like design or the arts. By identifying learners’ MI profiles, teachers can assist students by identifying their strengths and the abilities they need to succeed (Gardner, 2006 ). 2.2 The MIT Approaches in EFL Class The MI theory offers various instructional techniques, currently seen as reputable EFL instructional methods. However, it acknowledges that no single method is effective for all students, as every student has unique preferences and possessing different bits of intelligence. For example, rhythms, songs, raps, and chants may be more effective for musically oriented students than nonmusical ones. Teachers should employ diverse teaching strategies to cater to individual student differences. Adapting emphasis on intelligence from presentation to presentation can help students actively participate in learning. This article provides all-encompassing techniques for nine intelligences, suitable for the EFL education (Armstrong, 2008 , as cited in Morgan & Fonseca, 2004). 1. Teaching Approaches for Verbal-Linguistic Intelligence Linguistic intelligence, a crucial skill in schools, can be improved through techniques like storytelling, brainstorming, tape recording, journal writing, and publishing, which are easily incorporated into regular lessons to enhance its effectiveness (Armstrong, 2003 ). 2. Teaching Approaches for Logical-Mathematical Intelligence The critical-thinking curriculum enhances understanding of how logical and mathematical intelligence impacts teaching of social sciences and humanities through techniques like puzzles, calculations, classifications, Socratic questioning, heuristics, and logical and scientific reasoning (Morgan & Fonseca, 2004). 3. Teaching Approaches for Spatial Intelligence Images play a role in spatial intelligence, whether they are images in one’s head or images from the outside world, such pictures, movies, drawings, graphic symbols, ideographic languages, and so on. Visualization, color clues, picture metaphors, idea sketching, and graphic symbols are among the teaching approaches intended to make advantage of students’ spatial intelligence for academic objectives (Morgan & Fonseca, 2004). 4. Teaching Approaches for Bodily-Kinesthetic Intelligence Students bring their bodies with them when leaving the classroom, requiring techniques like body replies, Classroom Theater, kinesthetic concepts, hands-on thinking, and body maps to enhance bodily-kinesthetic intelligence (Christenson, 1998). 5. Teaching Approaches for Musical-Rhythmic Intelligence Music has been passed down to generations, helping human being remember products, emotions and history, which educators should recognize its value in education. Techniques to increase musical intelligence include rhythms, songs, raps, chants, discographies, super memory music, musical concepts, and mood music (Armstrong, 2003 ). 6. Teaching Approaches for Interpersonal Intelligence Cooperative learning, utilizing interpersonal intelligence, has significantly aided social learners in enhancing their performance in class through cooperative work, group activities, debates, discussions, take turns, dialogues, board games, and simulations (Armstrong, 2003 ). 7. Teaching Strategies for Intrapersonal Intelligence Teachers should provide daily opportunities for students to view themselves as independent individuals through self-reflections, monologues, personal connections, decision-making, feeling-toned moments, daydreams and goal-setting sessions (Armstrong, 2008 ). 8. Teaching Approaches for Naturalist Intelligence Classroom instruction often excludes students who learn best through nature, limiting their naturalist intelligence. To address this, more learning needs should occur outside in natural settings and incorporate more natural world elements into the classroom. Strategies include nature walks, zoo visit, environment description, windows, plants, pet-in-the-classroom, and eco-study (Baum, S., Viens, J., & Slatin, B., 2005 ). 9. Teaching Approaches for Existential Intelligence Existential intelligence is a complex intelligence that focuses on the classical values of beauty and truth in the universe. It allows students to understand their place in the world and synthesize ideas from various disciplines. It is more complex than other intelligences and involves reflection on life, death, religion, and the universe. Kumaravadivelu, developed ten macro strategies in the post methods or beyond methods era, supporting the use of multiple methods and approaches as a main domain for multiple intelligences. The approaches include debate, logical reasoning, definitions, classification, and synthesis of an abstract concept (McKenzie, 2005 , Kumaravadivelu, B. 2003 , & Saiyara, N. ( 2022 ). 2.3 Comparison of MIT to Learning Styles and Creativity 2.3.1 Learning Styles vs. Multiple Intelligences Fleethman and Phillips (2014) say multiple intelligences involve recognizing and developing various intelligence elements, while learning styles focus on concentrating on and recalling new knowledge. Learning styles also termed as learning preferences can aid to categorize learners as visual, tactile, auditory, kinesthetic, etc. Learning styles and multiple intelligences differ, with the former involving individual methods and the latter demonstrating suitable learning way. According to Macedonia M. ( 2015 ), learning style can run the range from a mild preference and best considered personal needs of a learner experienced as: I would rather learn by discovering patterns by myself. It interferes with my learning when I have not mastered grammar patterns first. I have trouble following the material that uses them to an out-and-out rigidity. I have to see it before to remember it, if I do not see it, nothing tricks to my mind at all later. If you do not allow me to kick a ball over the ground multiple times, do not let me score it on the net (Macedonia M. ( 2015 , p.34). Gardner and Hatch (1998) conclude learning styles are preferences for understanding tasks, and teachers can engage and help learners by detecting their unique needs and use them as a basis for best learning. On the contrary, intelligences are a person’s innate abilities in which educators do shape their instructional approach for a better learning to happen. More specifically, visual learning prefers to see slides, for example, whereas visual-spatial learners do have an in-built capacity either to create, or operate learning with them. 2.3.2 Creativity vs. Multiple Intelligences Creativity and intelligence cannot be contrasted either, and are in support to each other. Creativity and intellect are inter-twined, with creativity being a state where individuals draw from their subconscious mind and mix it with their experiences to create art. Creative individuals develop innovative solutions, designs, and questions in fields that gain acceptance in cultural contexts. Using multiple intelligences promotes creativity, and it involves exploring novel teaching methods and imagination in which multiple intelligence-oriented approaches help students to go through creative channels to achievements. Gardner distinguishes between creativity and intelligence, stating that creative people often contribute beyond their original novelty (Gardner, 1999 ). 2.4 Multiple Intelligence and Teaching Writing The purpose of this study is to see the effect of MI-OI approaches and activities to EFL students’ argumentative writing achievement and motivation. In the Ethiopian context, the purpose of teaching English and writing in university is to help students develop their communication skills and achieve a level of functional English literacy. At this level, students are expected to use words to write reports, plans, messages, instructions, training, etc., and on the contrary, they consider writing the most difficult skill to acquire among other language skills. There are several reasons why they see writing the most difficult thing for them to master. Written communication is much more formal than speaking, and speaking fluently does not guarantee the same function in writing for writing requires a higher level of formality. In the meantime, writing does not accept errors in its output, unlike other abilities. Writing involves a wide range of skills, including picking the correct subject matter, spelling, and handwriting, as well as understanding syntax, structuring thoughts, capitalization, mechanics, and punctuation. The primary reason that English language learners struggle to write well in it is that they are unable to apply these intricate writing principles with the necessary clarity and precision. Writing is challenging and the author must organize and rationally sequence his ideas so that the reader may readily comprehend the material as a whole. The researcher’s observation of teaching writing in Ethiopian universities in general and Jimma University in particular, the student faced challenges in following writing processes and applying writing skills. First, some students had difficulty in identifying typographical issues in their writing and organizing them into coherent ideas, given writing that uses multiple processes and grammatical rules (Habtamu, 2018 ). When writing English sentences, the majority of students find it challenging to construct proper grammatical sentences, and they frequently make errors in capitalization, verb agreement, parallelism, spelling, use of transitions and conjunctions, pronoun reference, punctuation, paragraphs, and essays (Harmer, 2004 ). The utilization of actual materials by teachers, particularly when teaching writing, presents another difficulty and teachers use modules to instruct their students. To find genuine content, including images, music, and movies, teachers can use the Internet either (Hyland, 2004 ). Hyland distinguished four functions of authentic content in writing instruction and learning: (1) Language fundamentals: Resources for language examples for debate, analysis, and practice, (2) Models: Examples of rhetorical forms and structures in the target genres given in sample texts, (3) Reference: Typically textual or online information, clarifications, and illustrations of pertinent grammatical, rhetorical, or stylistic forms, and (4) Stimulus: ideas and informational sources for discussions, writing, and project assistance; typically texts, but may also incorporate video, graphic, or audio content, realism, internet resources, or lectures. By employing the principle of numerous intelligence-oriented writing activities carefully adhering to students’ domains of intelligence to assist them in producing their selected essays, Hyland’s writing prompts continue to support attempts to develop students’ writing abilities in contemporary FEL education. Therefore, MIT is advocated for its practicality in teaching writing in the contemporary language education (Hyland, 2004 ). 2.4.1 An Overview, Challenge and Practice of Argumentative Writing Argumentation enhances academic writing and personal life by generating and comprehending arguments from diverse sources. EFL students require a plain instruction for more production of argumentative texts (Ferretti & Lewis, 2016). Besides, writing involves understanding content, organization, grammar, vocabulary, and mechanics, allowing for effective communication by exploring thoughts and feelings to convey meaning in written form (Brown, H. D., 2001). Writing also requires psychological, physical, and cognitive skills. Universities offer academic writing courses, such as essay writing, and paragraph writing, with argumentative essays crucial for comprehension (Yuninan, E. D., & Isnani, Z., 2020 & Murray, R., & Moore, S., 2006 ). An argumentative essay, according to Tanjung, N. H., & Al Hafizh, M. (2022), is a persuasive piece of writing that presents a claim on a controversial topic, supported by facts, to persuade the reader to agree. It consists of an introduction, body, and conclusion, with five essential components: a concise thesis statement, consideration of opposing viewpoints, rebuttals, and author’s arguments. Further, an argumentative essay is a persuasive piece of writing that requires a strong defense of the author’s position, often challenging students to connect ideas despite having an outline. (Tanjung, N. H., Al Hafizh, M. R., & Moore, 2006). According to (Habtamu, 2018 ), argumentative essays are a challenging writing style for students, particularly in Ethiopian universities. For Habtamu, educators need for innovative and methodical solutions to foster argumentative learning. Issues include structuring opinions, citing evidence, organizing essays, and understanding organizational, grammatical, and lexical requirements considered vital. The most common issue is providing evidence using examples and research (Kaur, S., 2015). 2.5 Theoretical Framework 2.5.1 Major Language Learning Theories Language learning is a complex process influenced by various theories summarized as follows. Behaviorism, a theory that focuses on learning consists of three stages: stimulus, response, and reinforcement. It suggests that language learning is controlled by the conditions under which it takes place, such as physical, verbal, and internal stimuli. Cognitivism, a learning theory that emphasizes internal processes and connections during learning, views the learner as an information processor, viewing knowledge as schema or symbolic mental constructions. Jean Piaget argued that a student must have a certain psychological capacity before learning language skills. The mentalistic view of language learning by Chomsky emphasizes the importance of a child’s innate capacity for language acquisition. Structuralism focuses on patterns or structures of spoken language, while behaviorism focuses on how it is thought. Social constructivism developed by Vygotesky, emphasizes the importance of language and culture in intellectual growth, arguing that interactions between cultures, languages, and experiences all play a role in the co-construction of knowledge, all, which can affect, or be affected by the theory of multiple intelligence (Geerson, E. B., 2006, Hein, G. E., 1991; Kapur, R., 2018 & Huitt, W., & Hummel, J., 2003 ). 2.5.1.1 The Theory of Multiple Intelligences (MIT) at Its Essence Gardner introduced the multiple intelligences theory in 1983, which scholars see it as a current issue in language learning. Initially defined as innate problem-solving or cultural artifact-valued knowledge, intelligence has been expanded and refined to include psychological potential for acquiring knowledge in various contexts. Gardner’s theory suggests that diverse intelligence capacities lead to various ways of understanding and learning the world, recognizing the diverse aspects of cognition and individual cognition styles. He posits that there are optimal mental operations for real-world problem-solving (Christison, 1998 ). The theory of multiple intelligences suggests that human intelligences can be classified into numerous intelligences, as opposed to a single, all-encompassing unit of skill. Potential researchers and educators across the world have been adopting this theory into classroom practice over the past forty years (1983–2025) (Gardner, 1983 ). For Stobart, ( 2008 ), Crookes, (1999), Jarvis (2005), and Abbasian, R., and Khajavi, ( 2012 ), Gardner’s theory of multiple intelligences challenged conventional intelligence views, as a spectrum of inbuilt abilities rather than a single IQ concept. To develop curriculum, syllabus, methodology and the whole teaching and learning plans, teachers use this theory, which is widely accepted in a contemporary education. To sum up, Gardner’s newly emerging multiple intelligences theory has significantly influenced researchers and educators, seen as a keystone to Cognitivism and multiple intelligences theory becomes a dominant theory of language teaching conscientious in this particular study. 2.6 Conceptual Frame Work 2.6.1 The Concept of Intelligence A variety of mental abilities have been examined by psychologists, including intelligence. One characteristic that sets each individual apart is intelligence. Gardner's definition of intelligence expands our understanding of what it is to be intelligent or smart (Gardne, 1983). Piaget (1978) and Gardiner (1983) are only two of the many psychologists, scholars, and authors who have defined the term "intelligence" in a wide range of settings. According to Armstrong ( 2008 ), it is commonly used to characterize a general mental ability to reason, solve issues, think abstractly, assimilate and comprehend new information, and gain from experiences and cultures. Psychologists have talked about intelligence as a form of mental capacity. Each individual is unique due to their intelligence. The Gardner idea of intelligence (Gardner, 1983 ) broadens our understanding of what it means to be intelligent or smart. Many different psychologists, scholars, and authors have defined "intelligence" in a wide range of situations, including Piaget (1978) and Gardiner (1983). Generally speaking, it refers to a general mental ability to reason, solve issues, think abstractly, take in and understand new information, and gain from experiences and cultures (Armstrong, 2008 ). According to Dörnyei ( 2005 ), when intelligence is used alone—that is, without being combined with a term like verbal intelligence or spatial intelligence—it is a synonym for ability. Generally speaking, intelligence refers to a general ability that is transferable to many different types of achievement rather than being restricted to a particular achievement area. Intelligence is one of the most elusive ideas, according to Charles Spearman (1987) (p.3). In his book Frames of Mind, Gardner provided an alternative definition of intelligence. According to him, intelligence is a collection of problem-solving abilities that enable an individual to get beyond obstacles and, when applied correctly, generate positive results. It also encompasses the ability to recognize or pose issues, which opens the door to fresh information being discovered (Nardi, 2001 ). According to Gardner ( 2011 ), intelligence is the capacity to solve challenges, which allows one to either create problems or eliminate obstacles when they arise. Thus, intelligence is a problem-solving activity that allows us to either avert or cause issues. 2.7 Previous Study According to a review of the literature, the MIT has been thoroughly studied in the contexts of English and foreign language instruction worldwide and is regarded as a contemporary concern in educational research. The use of MIT in language classes and its effects on student learning outcomes have been the subject of numerous studies. The results show that using MIT in these contexts is associated with higher student success rates (Karim Hajhashemi, 2011; Haley, 2004 ). Razmjoo ( 2008 ), for instance, investigated the relationship between learners' gender and intelligence profiles and found no significant differences between male and female participants in terms of linguistic success or intelligence types. However, females showed a greater propensity to use intrapersonal intelligence; therefore, the gender-related results did not affect the possession of bits of intelligence among gender differences. The study demonstrates that if educators assess students' intelligibility before class instruction begins, it appeals to all aspects of human nature, regardless of gender. According to Abbas, Ali, Zarei, and Mohseni (2023), in addition to the previously described results, a MI-OI classroom could offer a useful tactic for maximizing student performance and developing customized learning capacities. Furthermore, this idea is supported by empirical research, such as that conducted by Astutie ( 2017 ), which shows that the use of MIT in English instruction results in meaningful learning experiences and increases student enjoyment. Students gain from the use of their preexisting intelligences and the variety of instructional and assessment techniques used by teachers. There is still a significant lack of research on classroom activities that support EFL students' development of MIT, despite the abundance of studies on MIT in language teaching. The researcher is therefore motivated to examine the impact of MI-OI on EFL students' performance in the engagement and production of argumentative essays as stated in the study questions due to the Ethiopian EFL instructional context, and more especially, the difficulty at Jimma University. 3. Research Methodology 3.1. Research Paradigm Several research paradigms aid studies across disciplines, comprising the constructivist or interpretive, transformative or emancipatory, postcolonial or indigenous, pragmatic, and positivist or post-positivist prototypes (Charles, 2017 ). The positivist and post-positivist philosophies emphasize methodological pluralism, advocating for the selection of the most appropriate approach based on the specific research question. They contend that research findings are not solely objective or certain, shifting the emphasis from absolute certainty to a focus on likelihood. Post-positivism, viewed as a more flexible alternate of positivism, emphasizes the need to identify and quantify factors influencing research, establish protocols for numerical interpretation, and assess individuals’ triumphs (Charles, 2017 ). To evaluate the impact of MI-OI on EFL students’ achievement in writing argumentative essay at Jimma University, the post- positivist paradigm, which facilitates an objective examination of reality that exists independently of the participants' perceptions was adopted (Creswell, 2018 ). 3.2. Research Design The MI-OI approach is the study’s independent variable, while the dependent variables examined in this study is achievement in writing argumentative essay. For the nature of semi-experimental study, the researcher employed a quasi-experimental research design with mixed-methods to examine the effect of the MI-OI approaches to the achievement in writing argumentative essay (Shadish, W. R., 2002). 3.3. Participants of the Study The participants of the study are two intact groups (EG = 45, CG = 45) of ninety EFL students from Jimma University’s College of Business and Economics enrolled for the course Basic Writing Skills (EnLa.201) is selected for its contents’ relevance to run the writing curriculum effectively. 3.4. Sampling Techniques This study employs matched sampling, convenience sampling, and simple random sampling to select its study area and subjects. Initially, convenience sampling was used to choose Jimma University as a study area due to the researchers' proximity, facilitating a better understanding of the research environment and reducing socio-economic barriers. Two intact groups were randomly selected from four existing groups using simple random sampling verified via lottery method. To assess the effectiveness of a program based on Multiple Intelligences (MI), participants were assigned to either an experimental group, which received instruction aligned with MI-OI, or a control group that followed conventional teaching methods. Matched sampling was utilized to identify groups with shared characteristics, allowing for a comparison of the program's impact. This technique aims to create a representative sample and control for unrelated variables, ensuring that any observed differences are attributed to the program intervention (Alvi, 2016 ). 3.5. Instruments Data for this study were collected using the writing achievement test to address the research questions. The assessment of participants’ knowledge in argumentative essay writing was conducted using an argumentative essay scoring rubric, which encompasses criteria such as thesis statement (claim), support (reasoning), consideration of opposing viewpoints (arguments, counterarguments, and refutations), structure and organization, sourcing (documentation), as well as grammar and mechanics. This rubric, which includes measurement scales (Beginning, Developing, Proficiency, and Mastery), was adapted from Saint Paul College for Academic Effectiveness and Innovation in Writing. Six raters employed the rubric to evaluate the writing achievement. The inter-rater reliability (IRR) for the pre-test and post-test results was calculated, and average score sets were determined for use in subsequent statistical analyses in this study. 3.6 Data Collection Procedure This research consists of three main phases: (A) pre-testing, (B) MI-OI program intervention, and (C) post-testing as primary data collection steps. Initially, subjects were randomly assigned to a control group (CG) and an experimental group (EG). A pre-test was administered for the groups to check the homogeneity of the groups and Cronbach’s Alpha was utilized. Descriptive and inferential statistics were analyzed to determine the statistical significance between the two groups. The MI-OI intervention focused on argumentative essays was implemented with the experimental group, while the control group followed a traditional essay-writing module. The same instructor taught the groups to eliminate extraneous variables. The groups completed a writing achievement post-test at the end of one semester of the 2024 academic year. The Statistical Package for Social Sciences (SPSS v.20) was used to analyze the results from argumentative essay writing achievement tests. Qualitative data from interviews were also analyzed, interpreted, and discussed thematically using Atilas.ti.v.22. To measure the reliability of an instrument, Cronbach’s Alpha, which is viewed as the most appropriate measure was used in scales item (Robinson, 2009 ), and although there is no absolute rules exist for internal consistencies, the majority of researchers agree on a minimum internal consistency coefficient of > .70 (Whitley, 2002 , Robinson, 2009 ). The reliability of the structured interview questionnaire items was assessed using thematic analysis based on procedures by Miles & Huberman (1994). The researcher followed a series of steps to consolidate, code, group, and authenticate the interview data. To enhance reliability 25% of the audio transcription was coded and grouped by both the researcher and an expert rater in TEFL, allowing for some subjectivity in the ratings. The resulting codes were organized into two major themes with two theories of Intelligences (MI). This method was essential for key insights from the transcripts and drawing conclusions related the study's objectives. Additionally, internal consistency was measured for writing achievement, inter-rater reliability (IRR) was applied (Wilson, J. 2014). Six experts having MA in TEFL and above were selected to check the validity of instruments as appropriate (Lawshe, 1975 ). 3.7 Method of Data Analysis In the data analysis and interpretation phase, written essays from EFL students were evaluated and quantified on a scale ranging from beginning to mastery employing descriptive and inferential statistics. Descriptive statistics facilitated the computation of Cronbach’s alpha coefficient, which assesses the reliability of instruments. The Intra-Class Correlation Coefficient (ICC) was utilized to evaluate inter- rater reliability among the evaluators. Levene’s test of equality of variance, under p < .05, was conducted to assess the homogeneity of variance between the control and experimental groups. Finally, thematic discussion using statements and paragraphs were utilized to discuss the findings derived from the statistical interpretation of the data and interviews Ishtiaq, M. ( 2019 ). 3.8 Ethical Considerations Ethical considerations are vital in conducting research within any academic discipline. In accordance with Bryman and Bell (2015), Jimma University provided a written memo of collaboration outlining the research's purpose and ensuring participant confidentiality. Participants in the intervention program were protected from identification or harm, as their names and addresses were omitted from any presentations or publications. They were informed of the voluntary nature of their participation and assured that the results of their assessments would remain confidential. Informed consent was obtained prior to the study, with participants receiving comprehensive explanations regarding the significance of their involvement and the limited use of collected data for research and instructional purposes. The researcher assured participants of their right to withdraw from the study at any time and emphasized the confidentiality of their responses. Additionally, adherence to APA 7th edition citation guidelines was maintained to avoid issues of fabrication and unethical practices in qualitative research (Denzin, 2009 ). 4. Results and Discussion This section presents result of the study obtained from achievement tests questionnaires followed by data analysis, interpretation and discussions in light with research questions and specific objectives. Table 1 Statistical Analysis of the Writing Achievement Pre-test for Control and Experimental groups Groups’ Statistics Pre-test Groups N Mean Std. Deviation Std. Error Mean Control 45 2.58 .495 .074 Experimental 45 2.59 .496 .074 The inferential statistics of the groups’ mean scores on their experiences writing argumentative essays are shown in the results under Table 1 , where the mean scores for the control (M = 2.58, SD = .495) and experimental (M = 2.59, SD = .496) groups are shown. This may suggest that prior to the treatment of the independent variables (MI-OI), the EFL students assigned to the control and experimental groups were homogenous in their argumentative essay writing abilities and possessed comparable writing capabilities. Table 2 Statistical Analysis for Homogeneity of Variances among Groups Writing Achievement Pre-test Independent Samples Test Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error 95% CI Lower Upper Pre-test for CG & E G Equal variances assumed .000 88 1.000 .000 .105 − .209 .209 Equal variances not assumed .000 1.000 .000 88 1.000 .000 .105 − .209 .209 A Pre-test on writing argumentative essays was given to the CG and the EG, which consisted of 90 EFL students. To find out if there were statistically significant differences in the composition of argumentative essays (p < .05), an independent-samples t-test was performed. The argumentative essay writing abilities of EFL students were therefore not statistically significant (t) = .000, df = 88, p = 1.000), and the second raw for Levene’s Test for Equality of Variances not assumed was taken for analysis with 95% CI. Consequently, even though there might be inherent variations in each learner’s ability to write an argumentative essay, the results showed that, prior to the experimental group’s MI-OI intervention; there were no statistically significant differences between the groups. Table 3 Statistical Analysis for Pre-test and Post-test Results of the Experimental Group in Writing Achievement Test Interclass Correlation Coefficient (ICC) N No of raters Cronbach’s Alpha(α) ICC 95% CI F Test with True Value 0 Lower Upper Value df1 df2 Sig Single Measures 45 5 .789 .538 a .368 .691 4.735 44 88 .000 Average Measures 45 .778 c .636 .870 4.735 44 88 .000 Six raters evaluated all ninety essays that were written by the experimental and control groups. Every rater assessed fifteen essays individually. With a 95% Confidence Interval, Table 3 calculated an Interclass correlation coefficient (ICC) of (α) = .789, indicating statistical significance with p = .000 and degrees of freedom (df1) of 44 and (df2) of 88 for the average measure and the single measure, respectively. The purpose of this computation was to determine the Inter-Rater Reliability (IRR). As a result, the results showed that each reviewer’s ratings and assessments of the essays were consistently reliable and statistically significant. Table 4 Statistical Analysis for Pre-test and Post-test Results of the Control Group in Writing Achievement Test Paired Samples Test M SD Paired Differences T Df Sig. (2- tailed) M SD Std. Error Mean 95% CI Lower Upper Pair 1 Before 2.27 .589 - .222 .420 .063 − .349 − .096 − 3.546 44 .061 After 2.29 .588 The group’s performance on the achievement test for writing argumentative essays was assessed using a paired samples t-test under Table 4 . T (45) = -3.546, p = .061 (Sig. (2-tailed) was found for the students’ essay grades before (M = 2.27, SD = 5.89) and after (M = 2.29, SD = 5.88). With 95% CI across from − 349 to − .096 and a mean test score change of − .222, it can be concluded that there was no noticeable change in the ability to compose an argumentative essay. This leads one to the conclusion that the traditional way of argumentative essay training did not fully develop the writing talents of EFL students. Table 5 Statistical Analysis for Pre-test and Post-test Results of the Experimental Group in Writing Achievement Test Paired Samples Test N M SD Paired Differences t df Sig. (2-tailed) M SD eta squared statistic 95% CI Lower Upper Pair 2 Before 45 2.3333 .52223 -1.24444 .67942 (η) = .725 -1.44857 -1.04032 -12.287 44 .219 After 3.5778 .54309 .000 The paired samples t-test findings for the effect of MI-OI on the experimental groups’ achievement test scores in writing argumentative essays are displayed in Table 5 . The post-test findings demonstrated that the students’ essay scores had significantly improved from before (M = 2.3333, SD = .52223) to after (M = 3.5778, SD = .54309), with a t (45) = -12.287, p = .000 Sig. (2-sided). The EFL students’ argumentative essay writing achievement was better after participating in the MI-OI program, as evidenced by a mean test score increase of -1.24444, with 97% confidence intervals between − 1.44857 and − 1.04032. Following the MI-OI program’s intervention, the eta-squared statistics showed a large impact size of (η) = .725. The results and the intervention programs are highly supported by the interpretation of effect size, which has values of 0.01 for a tiny effect, 0.06 for a moderate effect, and 0.72 for a large effect (Cohen, 1988 ). The finding is consistent to a study by Zeraatpishe, M., Seifoori, Z., & Hadidi Tamjid, N. ( 2020 ), which is done on the impact of MI-oriented writing tasks on the accuracy, fluency, and organization of ELT students’ writing with outstanding improvement. Table 6 Statistical Analysis of Variances among Groups in Writing Achievement Post-test Group Statistics Achievement Test Scores of the Groups’ Argumentative Essay Writing Groups N Mean Std. Deviation Std. Error Mean Control 45 2.2667 .61791 .09211 Experimental 45 3.7556 .48409 .07216 A statistical comparison of the average scores obtained by the EG and CG in their post-test for achievement in writing argumentative essays is presented in Table 6 . The EG, instructed with a MI- oriented approach, achieved a higher average score of (M = 3.7556) and a standard deviation of (SD = 0.48408) than the CG, which was taught using conventional methods and received an average score of (M = 2.2667) and a standard deviation of (SD = 0.61791). These results show that EFL students in the EG, who were instructed using MI-OI, did better than the CG, who were instructed using conventional methods. The finding is parallel to the work of Ahmadian & Ghasemi, whose findings show multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to the English language classrooms (Ahmadian & Ghasemi, 2017 ). 4.1 Discussion of Qualitative Data The researcher collected interview data and grouped it into ten sub-themes, which focused on MI-OI effects and two central themes, which focused on skills development and methodical awareness. Atlas.ti.22, qualitative data analysis software, was utilized in triangulating accomplishment test results for argumentative essay writing was done thematically. Insights from the subjects show that they still struggled with claim/thesis development, organization of coherent paragraphs, finding counter arguments, proper citation, word choice, mechanics, and the application of rules when writing argumentative essays. This research sought to determine the features that added to students’ accomplishment succeeding the intervention and to address the achievement of writing argumentative essays. The students reported that MI-OI offered practice areas for debates, group discussions, and peer projects through applying their existing bits of intelligences. Furthermore, they felt MI-OI approach at ease utilizing it when writing argumentative essays of the standard length. Therefore, the study concluded that MI-OI was the basis for the development of EFL students’ argumentative essays at Jimma University in Ethiopia, which is reliable to the finding of a study by Yohannes Tefera (2015), which he did on the implications of multiple intelligence theory and integrated skills language teaching for textbook development. 5. Conclusions and Recommendations 5.1. Conclusions Based on major findings, the following concluding points connected to this study were drawn. This study suggests that traditional instructional methods did not fully develop EFL students’ argumentative essay writing abilities. Targeted interventions of MI-OI approaches and instructional program significantly improved students’ essay scores and enhanced their learning experiences related to argumentative essay of expected length and quality. It is concluded that educators consider implementing MI-focused interventions to improve student outcomes in writing argumentative essay in universities for their personal and professional development. Further, it can be concluded that incorporating MI-OI can positively affect EFL students’ achievement in writing argumentative essays within the context of Jimma University in Ethiopia. The results suggest that MI-OI approach that taps into learners diverse intellectual abilities can practically enhance learning outcomes and experiences. 5.2. Recommendations Based on the major findings and conclusions drawn, it is recommended that: Educators at Jimma University ought to consider integrating MI-OI approaches into their teaching and learning practices when teaching writing, especially, argumentative essays to EFL students. The ongoing professional development activities should be encouraged for members of the department regarding effective implementation of the MIT into practice to ensure sustainable improvements in mastering composing processes and performance towards their argumentative writing that maximizes their personal and professional development. Further research should be conducted to explore and treat EFL students’ existing intelligence profiles to exploit their learning in the college of Business and Economics or across various colleges at Jimma university, which can further be expanded in the context of Ethiopia for a better educational practice via developing effective argumentation skill in writing. Educators should consider factors related to essay writing trends by EFL students such as their prior writing experience, such as students’ cultural backgrounds and level of language proficiency, their MI- profiles and learning preferences and broader instructional approaches designed for foreign language training in Ethiopia into their future studies. Educators should contemplate implementing targeted interventions like the MI-OI programs to improve EFL students’ essay writing skills for their overall academic achievement at higher education. Finally, researchers need to utilize the findings as a foundation for similar studies tailored to MI-OI approaches at Jimma University in Ethiopia and elsewhere in the world. Abbreviations • CG Control Group • EFL English as a Foreign Language • EG Experimental Group • ESL English as a Second Language • ICC Inter Correlation Coefficient • IRR Inter-Rater-reliability • M Mean • MI Multiple Intelligence • MI-OI Multiple Intelligence-Oriented Instructions • MIT Multiple Intelligence Theory • SD Standard Deviation • TEFL Teaching English as a Foreign Language • IQ Intelligence Quotient Declarations Conflict of interest: The authors have no competing interests/ no conflict of interest/. Funding: This study didn’t receive any funding for publication. Consent to publish: The authors agreed and/or approved the manuscript for submission to and publication in the Discover Education. They also disclosed that the article is originated from a PhD Dissertation. Author Contribution 1 Tilahun Gebretsadik Adare; PhD candidate 2 Getachew Seyoum (PhD, Associate professor; Principal Advisor3 Adege Alemu (PhD, Assistance professor; Co-advisor Acknowledgement AcknowledgementThe successful completion of this research would not have been possible without the support and contributions of several individuals and institutions, to whom I wish to express my profound gratitude.First and foremost, I extend my sincere thanks to the editors and anonymous reviewers of Discover Education Journal for their time, consideration, and invaluable feedback on this manuscript. Their insightful comments and constructive critiques were instrumental in refining this work.I am profoundly grateful to the College of Social Sciences and Humanities at Jimma University, and specifically the Department of English Language and Literature. My heartfelt appreciation goes to the dedicated staff and faculty members for their academic guidance, provision of resources, and unwavering support throughout the research process.My deepest appreciation is reserved for the students from the College of Business and Economics who participated in this study. Their willingness, active engagement, and honest reflections during the interviews were the cornerstone of this research. Without their contribution, this investigation would not have been possible.Finally, I would like to acknowledge all those who, directly or indirectly, provided encouragement and support during the course of this endeavor. References Abbas A, Zarei A, Mohseni F. The relationship between multiple intelligences and grammatical and writing accuracy of Iranian learners of English. Iran Online J Educational Technol. 2023;9(2):132–44. Abbasian R, Khajavi Y. English language teaching program of universities: Does it cater for multiple intelligences of students. 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Zeraatpishe M, Seifoori Z, Hadidi Tamjid N. The impact of multiple intelligence-oriented writing tasks on the accuracy, fluency, and organization of ELT students’ writing. J Engl Lang Pedagogy Pract. 2020;12(25):1–31. https://doi.org/10.30495/JAL.2020.678069 . Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 06 Nov, 2025 Editor assigned by journal 27 Oct, 2025 Submission checks completed at journal 27 Oct, 2025 First submitted to journal 25 Oct, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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03:21:39","extension":"html","order_by":6,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":155916,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7947275/v1/5b5dcfaecb42bf181c3ffd05.html"},{"id":95229849,"identity":"40535db3-b0ca-4cc2-a98b-ca526b02befe","added_by":"auto","created_at":"2025-11-05 16:36:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1352995,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7947275/v1/10eb0b48-eec2-437b-93fb-62c9e2145a81.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus.","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn a globalized world, the need for quality English language teaching has grown dramatically, underscoring its use as a teaching tool in a variety of socioeconomic, political, and cultural spheres (G\u0026uuml;nd\u0026uuml;z \u0026amp; \u0026Uuml;nal, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). To maximize language skills learning, educators are urged to use effervescent teaching approaches that take into account learners various intelligences. Improving writing skills is essential for academic success in Ethiopia, where English is the primary language of higher education. To help achieve this, courses that concentrate on different facets of writing have been created (Habtamu, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Evaluating students\u0026rsquo; major intelligence types is crucial to help them build their academic writing abilities. Introduced in 1983, Howard Gardner's Theory of Multiple Intelligences (MIT) provides a basis for instructional practices that target the unique learning demands of each student (Sigha \u0026amp; Bechoua, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). According to Gardner, each individual has a variety of intelligences that affect their learning styles and results, including verbal-linguistic, logical-mathematical, bodily-kinesthetic, musical-rhythmic, interpersonal, intrapersonal, naturalistic, visual-spatial, and existential (Gardner, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2011\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMIT can improve attitudes toward learning English as a foreign language and increase cultural knowledge when incorporated into classroom activities. EFL learners are more likely to engage with tasks and complete the tasks successfully when they use a variety of MI-profiles, according to research (Ishtiaq, 2009). Better writing skills can also be developed by incorporating pertinent themes and strategies into EFL curriculum and emphasizing the customization of teaching approaches based on these intelligences. Despite the possible advantages of MIT-focused education, a lack of resources and inefficient teaching strategies make it difficult for many Ethiopian university students to become good writers. Prior educational background and instructional methodologies are two factors that significantly impact students' motivation and writing task achievement (Alamirew \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2005\u003c/span\u003e; Habtamu \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Improving the ability to write arguments is especially important for the academic development of EFL students. Research indicates that EFL students\u0026rsquo; argumentation abilities can be strengthened by combining self-regulation techniques with explicit instruction tailored to EFL learners\u0026rsquo; MI profiles (Ferretti \u0026amp; Fan, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTherefore, the purpose of this study is to investigate how MI-oriented teaching approaches affect EFL students\u0026rsquo; performance, particularly when it comes to writing argumentative essays at Jimma University.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e2. Statement of the problem\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe integration of Multiple Intelligences Theory (MIT) into language pedagogy has been widely recognized for its potential to enhance the macro-skills essential for English as a Foreign Language (EFL) learners, including writing and argumentation (Palmberg, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Armstrong, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). By acknowledging the diverse intellectual profiles of students, MIT promotes interactive, student-centered learning that fosters robust communication skills (Yohannes Tefera, 2015). Despite its demonstrated efficacy, the Ethiopian EFL curriculum has yet to systematically incorporate these principles. This neglect has contributed to significant difficulties among students in producing coherent and relevant written work (Habtamu, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn response to such challenges, the Ethiopian Ministry of Education has initiated efforts to modernize curricula and syllabi to better address learner diversity. However, a critical barrier to these reforms is a pronounced scarcity of empirical research validating the application of MIT within the Ethiopian pedagogical context (Yohannes Tefera, 2015). The prevailing instructional paradigm remains largely traditional, emphasizing rule-based instruction at the expense of engaging the diverse intelligences crucial for developing higher-order cognitive skills such as reasoning and argumentation (Armstrong, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Gardner, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). Consequently, as Yohannes Tefera (2015) notes, existing incremental adjustments within the educational system reflect a superficial understanding of MIT's role in accommodating varied learning preferences, rather than a foundational shift in instructional design.\u003c/p\u003e\u003cp\u003eThis reliance on pedagogies that are unresponsive to students' multifaceted intelligences and cultural backgrounds is a primary factor underlying the persistent struggles with academic writing among Ethiopian EFL learners. These deficiencies are particularly evident at the university level, where underdeveloped essay-writing skills impede overall academic performance. While international studies, such as those by Moafian and Ebrahimi (\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) and Kaur (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), corroborate the negative impact of ineffective teaching strategies and the positive influence of specific intelligences on writing achievement, their findings remain largely unsubstantiated within the unique environment of Ethiopian higher education.\u003c/p\u003e\u003cp\u003eTherefore, a significant research gap exists. Despite the recognized potential of MIT and the ongoing national curricular reforms, there is a conspicuous lack of investigation into Multiple Intelligence-Oriented Instructional (MI-OI) approaches for teaching argumentative writing in Ethiopian universities. This study seeks to address this void by empirically evaluating the effect of an MI-oriented instructional approach on the argumentative essay writing achievement of EFL learners at Jimma University, specifically within the framework of the Basic Writing Skills course\u0026mdash;a course originally designed without consideration for learner intelligence profiles. The findings from this inquiry are poised to provide critical, context-specific evidence to inform effective pedagogical refinement and policy implementation.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e1.3. General Objective\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe overall objective of this study is to investigate the effect of MI-OI on EFL students\u0026rsquo; achievement in writing argumentative essay at Jimma University in Ethiopia.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec4\" class=\"Section3\"\u003e\u003ch2\u003e1.3.1. Specific objectives\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe specific objectives of this study are to:\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003col\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003escrutinize the effect of MI-OI on EFL students\u0026rsquo; achievement in writing argumentative essay.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eexamine the degree to which MI-OI enhances EFL students\u0026rsquo; writing performance in argumentative essays, focusing on specific criteria like coherence and argument quality.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003cspan\u003e\u003cli\u003e\u003cp\u003eassess how individual multiple intelligence profiles relate to EFL students\u0026rsquo; achievements in argumentative essay writing within an MI-oriented framework, identifying key intelligences that contribute to success.\u003c/p\u003e\u003c/li\u003e\u003c/span\u003e\u003c/ol\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e1.4. Research Hypothesis\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe two-research hypotheses considered in this study are:\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec6\" class=\"Section3\"\u003e\u003ch2\u003e1.4.1 Null Hypotheses (H\u003csub\u003e0\u003c/sub\u003e)\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThere is no statistically significant difference between the mean scores of the groups\u0026rsquo; argumentative essay writing achievement based on their pretest and posttest result right after the intervention of the MI-oriented instructions.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section3\"\u003e\u003ch2\u003e1.4.2 Alternative Hypothesis (H\u003csub\u003ea\u003c/sub\u003e)\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThere is statistically significant difference between the mean scores of the groups\u0026rsquo; argumentative essay writing achievement based on their pretest and posttest result right after the intervention of the MI-oriented instructions.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cb\u003eDecision\u003c/b\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBased on the findings, an alternative hypothesis is accepted and the study hypothesizes that there is statistically significant improvement the mean scores of the groups\u0026rsquo; argumentative essay writing achievement.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\u003ch2\u003e1.5. Significance of the Study\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe researcher expected that the findings of this particular research project conducted under the context of the recently emerging MIT could be useful to academics, educators, researchers, and students as source of research data. Moreover, those who create curricula and design syllabuses can exploit the results of this study and the implication for pedagogy can aid further teaching and research in line with MIT-oriented instructional approaches in Ethiopia and elsewhere.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e1.6. Scope and Limitations\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis researcher conducted this particular study to the College of Business and Economics, department of management at Jimma University. The study was delimited to only to the course Basic Writing Skill (EnLa.201). The participants make up two intact groups (experimental and control) for the intervention. The research was done for the production of argumentative essay, argumentative essay writing proficiency dependent variables under the influence of the MI-oriented instructional approaches at Jimma University, in Ethiopia in the 2024 academic year. Limitations confronted to the journey of the study are the newness of the topic; testing the effect of MIT to writing in the Ethiopian context challenged the data source to support the research work. Regarding the quasi- experimental design, the best approach aimed to run a relatively small experimental study, however, these designs were found to be difficult and expensive to apply, and the results were frequently multifaceted to analyze and interpret. Finally, if more colleges and participants were included than what is suggested; the research findings would have been more representative, yet this study may not be generalized to all colleges at Jimma University, in Ethiopia.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"2. Review of Related Literature","content":"\u003cdiv id=\"Sec11\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Multiple Intelligence\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAccording to Madkour, M., and Mohamed, R. A. A. M. (2016), Gardner\u0026rsquo;s theory of multiple intelligence (MIT) refers to a person\u0026rsquo;s innate abilities. Gardner defines intelligence as a biological, neurological, and psychological capacity that can be learned and enhanced through time. Every person possesses at least two or more bits of intelligences, which grow as the owner matures from childhood to adulthood. Multiple Intelligences are used in teaching and learning to improve experiences, which can be seen on either the left or right side of the brain (Mekhamer; Abdelaziz; Mohammed; Badr, \u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eMultiple intelligences (MIT) is a theory proposed by Howard Gardner in 1983, which identifies human intelligence into various modalities such as visual-spatial, verbal-linguistic, musical-rhythmic, logical- mathematical, interpersonal, intrapersonal, visual-spatial, naturalistic, bodily-kinesthetic and existential. Gardner believes that people learn in various ways and understanding these ways can help teachers adjust learning styles and suggest career paths for learners. These intelligences are essential for students to understand their environment, interact with others, and develop effective communication skills. The MIT contends that human intellect can be divided into nine categories, challenging the traditional understanding of intelligence\u0026rsquo;s narrow scope Gardner, H., \u0026amp; Hatch, T. (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e1989\u003c/span\u003e). For Warren-Powell, C. R. (2017), educators can deal with many students who do not learn more from the conventional ways by sharing the MIT that makes all students learn differently struggle in some subjects, like arithmetic or reading, while their peers perform well on exams, it can be upsetting for them. They might be successful in other fields like design or the arts. By identifying learners\u0026rsquo; MI profiles, teachers can assist students by identifying their strengths and the abilities they need to succeed (Gardner, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e2.2 The MIT Approaches in EFL Class\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe MI theory offers various instructional techniques, currently seen as reputable EFL instructional methods. However, it acknowledges that no single method is effective for all students, as every student has unique preferences and possessing different bits of intelligence. For example, rhythms, songs, raps,\u003c/p\u003e\u003cp\u003eand chants may be more effective for musically oriented students than nonmusical ones. Teachers should employ diverse teaching strategies to cater to individual student differences. Adapting emphasis on intelligence from presentation to presentation can help students actively participate in learning. This article provides all-encompassing techniques for nine intelligences, suitable for the EFL education (Armstrong, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e, as cited in Morgan \u0026amp; Fonseca, 2004).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\n\u003ch3\u003e1. Teaching Approaches for Verbal-Linguistic Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eLinguistic intelligence, a crucial skill in schools, can be improved through techniques like storytelling, brainstorming, tape recording, journal writing, and publishing, which are easily incorporated into regular lessons to enhance its effectiveness (Armstrong, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e2. Teaching Approaches for Logical-Mathematical Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe critical-thinking curriculum enhances understanding of how logical and mathematical intelligence impacts teaching of social sciences and humanities through techniques like puzzles, calculations, classifications, Socratic questioning, heuristics, and logical and scientific reasoning (Morgan \u0026amp; Fonseca, 2004).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e3. Teaching Approaches for Spatial Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eImages play a role in spatial intelligence, whether they are images in one\u0026rsquo;s head or images from the outside world, such pictures, movies, drawings, graphic symbols, ideographic languages, and so on. Visualization, color clues, picture metaphors, idea sketching, and graphic symbols are among the teaching approaches intended to make advantage of students\u0026rsquo; spatial intelligence for academic objectives (Morgan \u0026amp; Fonseca, 2004).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e4. Teaching Approaches for Bodily-Kinesthetic Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eStudents bring their bodies with them when leaving the classroom, requiring techniques like body replies, Classroom Theater, kinesthetic concepts, hands-on thinking, and body maps to enhance bodily-kinesthetic intelligence (Christenson, 1998).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e5. Teaching Approaches for Musical-Rhythmic Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eMusic has been passed down to generations, helping human being remember products, emotions and history, which educators should recognize its value in education. Techniques to increase musical intelligence include rhythms, songs, raps, chants, discographies, super memory music, musical concepts, and mood music (Armstrong, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e6. Teaching Approaches for Interpersonal Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eCooperative learning, utilizing interpersonal intelligence, has significantly aided social learners in enhancing their performance in class through cooperative work, group activities, debates, discussions, take turns, dialogues, board games, and simulations (Armstrong, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e7. Teaching Strategies for Intrapersonal Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eTeachers should provide daily opportunities for students to view themselves as independent individuals through self-reflections, monologues, personal connections, decision-making, feeling-toned moments, daydreams and goal-setting sessions (Armstrong, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e8. Teaching Approaches for Naturalist Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eClassroom instruction often excludes students who learn best through nature, limiting their naturalist intelligence. To address this, more learning needs should occur outside in natural settings and incorporate more natural world elements into the classroom. Strategies include nature walks, zoo visit, environment description, windows, plants, pet-in-the-classroom, and eco-study (Baum, S., Viens, J., \u0026amp; Slatin, B., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2005\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\n\u003ch3\u003e9. Teaching Approaches for Existential Intelligence\u003c/h3\u003e\n\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eExistential intelligence is a complex intelligence that focuses on the classical values of beauty and truth in the universe. It allows students to understand their place in the world and synthesize ideas from various disciplines. It is more complex than other intelligences and involves reflection on life, death, religion, and the universe. Kumaravadivelu, developed ten macro strategies in the post methods or beyond methods era, supporting the use of multiple methods and approaches as a main domain for multiple intelligences. The approaches include debate, logical reasoning, definitions, classification, and synthesis of an abstract concept (McKenzie, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2005\u003c/span\u003e, Kumaravadivelu, B. \u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2003\u003c/span\u003e, \u0026amp; Saiyara, N. (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec22\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Comparison of MIT to Learning Styles and Creativity\u003c/h2\u003e\u003cdiv id=\"Sec23\" class=\"Section3\"\u003e\u003ch2\u003e2.3.1 Learning Styles vs. Multiple Intelligences\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eFleethman and Phillips (2014) say multiple intelligences involve recognizing and developing various intelligence elements, while learning styles focus on concentrating on and recalling new knowledge. Learning styles also termed as learning preferences can aid to categorize learners as visual, tactile, auditory, kinesthetic, etc. Learning styles and multiple intelligences differ, with the former involving individual methods and the latter demonstrating suitable learning way. According to Macedonia M. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), learning style can run the range from a mild preference and best considered personal needs of a learner experienced as:\u003c/p\u003e\u003cp\u003e\u003cem\u003eI would rather learn by discovering patterns by myself. It interferes with my learning when I have not mastered grammar patterns first. I have trouble following the material that uses them to an out-and-out rigidity. I have to see it before to remember it, if I do not see it, nothing tricks to my mind at all later. If you do not allow me to kick a ball over the ground multiple times, do not let me score it on the net\u003c/em\u003e (Macedonia M. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2015\u003c/span\u003e, p.34).\u003c/p\u003e\u003cp\u003eGardner and Hatch (1998) conclude learning styles are preferences for understanding tasks, and teachers can engage and help learners by detecting their unique needs and use them as a basis for best learning. On the contrary, intelligences are a person\u0026rsquo;s innate abilities in which educators do shape their instructional approach for a better learning to happen. More specifically, visual learning prefers to see slides, for example, whereas visual-spatial learners do have an in-built capacity either to create, or operate learning with them.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec24\" class=\"Section3\"\u003e\u003ch2\u003e2.3.2 Creativity vs. Multiple Intelligences\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eCreativity and intelligence cannot be contrasted either, and are in support to each other. Creativity and intellect are inter-twined, with creativity being a state where individuals draw from their subconscious mind and mix it with their experiences to create art. Creative individuals develop innovative solutions, designs, and questions in fields that gain acceptance in cultural contexts. Using multiple intelligences promotes creativity, and it involves exploring novel teaching methods and imagination in which multiple intelligence-oriented approaches help students to go through creative channels to achievements. Gardner distinguishes between creativity and intelligence, stating that creative people often contribute beyond their original novelty (Gardner, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e1999\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec25\" class=\"Section2\"\u003e\u003ch2\u003e2.4 Multiple Intelligence and Teaching Writing\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe purpose of this study is to see the effect of MI-OI approaches and activities to EFL students\u0026rsquo; argumentative writing achievement and motivation. In the Ethiopian context, the purpose of teaching English and writing in university is to help students develop their communication skills and achieve a level of functional English literacy. At this level, students are expected to use words to write reports, plans, messages, instructions, training, etc., and on the contrary, they consider writing the most difficult skill to acquire among other language skills. There are several reasons why they see writing the most difficult thing for them to master. Written communication is much more formal than speaking, and speaking fluently does not guarantee the same function in writing for writing requires a higher level of formality. In the meantime, writing does not accept errors in its output, unlike other abilities. Writing\u003c/p\u003e\u003cp\u003einvolves a wide range of skills, including picking the correct subject matter, spelling, and handwriting, as well as understanding syntax, structuring thoughts, capitalization, mechanics, and punctuation. The primary reason that English language learners struggle to write well in it is that they are unable to apply these intricate writing principles with the necessary clarity and precision. Writing is challenging and the author must organize and rationally sequence his ideas so that the reader may readily comprehend the material as a whole. The researcher\u0026rsquo;s observation of teaching writing in Ethiopian universities in general and Jimma University in particular, the student faced challenges in following writing processes and applying writing skills. First, some students had difficulty in identifying typographical issues in their writing and organizing them into coherent ideas, given writing that uses multiple processes and grammatical rules (Habtamu, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eWhen writing English sentences, the majority of students find it challenging to construct proper grammatical sentences, and they frequently make errors in capitalization, verb agreement, parallelism, spelling, use of transitions and conjunctions, pronoun reference, punctuation, paragraphs, and essays (Harmer, \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). The utilization of actual materials by teachers, particularly when teaching writing, presents another difficulty and teachers use modules to instruct their students. To find genuine content, including images, music, and movies, teachers can use the Internet either (Hyland, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Hyland distinguished four functions of authentic content in writing instruction and learning: (1) Language fundamentals: Resources for language examples for debate, analysis, and practice, (2) Models: Examples of rhetorical forms and structures in the target genres given in sample texts, (3) Reference: Typically textual or online information, clarifications, and illustrations of pertinent grammatical, rhetorical, or stylistic forms, and (4) Stimulus: ideas and informational sources for discussions, writing, and project assistance; typically texts, but may also incorporate video, graphic, or audio content, realism, internet resources, or lectures. By employing the principle of numerous intelligence-oriented writing activities carefully adhering to students\u0026rsquo; domains of intelligence to assist them in producing their selected essays, Hyland\u0026rsquo;s writing prompts continue to support attempts to develop students\u0026rsquo; writing abilities in contemporary FEL education. Therefore, MIT is advocated for its practicality in teaching writing in the contemporary language education (Hyland, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec26\" class=\"Section3\"\u003e\u003ch2\u003e2.4.1 An Overview, Challenge and Practice of Argumentative Writing\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eArgumentation enhances academic writing and personal life by generating and comprehending arguments from diverse sources. EFL students require a plain instruction for more production of argumentative texts (Ferretti \u0026amp; Lewis, 2016). Besides, writing involves understanding content, organization, grammar, vocabulary, and mechanics, allowing for effective communication by exploring thoughts and feelings to convey meaning in written form (Brown, H. D., 2001). Writing also requires psychological, physical, and cognitive skills. Universities offer academic writing courses, such as essay writing, and paragraph writing, with argumentative essays crucial for comprehension (Yuninan, E. D., \u0026amp; Isnani, Z., 2020 \u0026amp; Murray, R., \u0026amp; Moore, S., \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). An argumentative essay, according to Tanjung, N. H., \u0026amp; Al Hafizh, M. (2022), is a persuasive piece of writing that presents a claim on a controversial topic, supported by facts, to persuade the reader to agree. It consists of an introduction, body, and conclusion, with five essential components: a concise thesis statement, consideration of opposing viewpoints, rebuttals, and author\u0026rsquo;s arguments. Further, an argumentative essay is a persuasive piece of writing that requires a strong defense of the author\u0026rsquo;s position, often challenging students to connect ideas despite having an outline. (Tanjung, N. H., Al Hafizh, M. R., \u0026amp; Moore, 2006). According to (Habtamu, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), argumentative essays are a challenging writing style for students, particularly in Ethiopian universities. For Habtamu, educators need for innovative and methodical solutions to foster argumentative learning. Issues include structuring opinions, citing evidence, organizing essays, and understanding organizational, grammatical, and lexical requirements considered vital. The most common issue is providing evidence using examples and research (Kaur, S., 2015).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec27\" class=\"Section2\"\u003e\u003ch2\u003e2.5 Theoretical Framework\u003c/h2\u003e\u003cdiv id=\"Sec28\" class=\"Section3\"\u003e\u003ch2\u003e2.5.1 Major Language Learning Theories\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eLanguage learning is a complex process influenced by various theories summarized as follows. Behaviorism, a theory that focuses on learning consists of three stages: stimulus, response, and reinforcement. It suggests that language learning is controlled by the conditions under which it takes place, such as physical, verbal, and internal stimuli. Cognitivism, a learning theory that emphasizes internal processes and connections during learning, views the learner as an information processor, viewing knowledge as schema or symbolic mental constructions. Jean Piaget argued that a student must have a certain psychological capacity before learning language skills. The mentalistic view of language learning by Chomsky emphasizes the importance of a child\u0026rsquo;s innate capacity for language acquisition. Structuralism focuses on patterns or structures of spoken language, while behaviorism focuses on how it is thought. Social constructivism developed by Vygotesky, emphasizes the importance of language and culture in intellectual growth, arguing that interactions between cultures, languages, and experiences all play a role in the co-construction of knowledge, all, which can affect, or be affected by the theory of multiple intelligence (Geerson, E. B., 2006, Hein, G. E., 1991; Kapur, R., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2018\u003c/span\u003e \u0026amp; Huitt, W., \u0026amp; Hummel, J., \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec29\" class=\"Section4\"\u003e\u003ch2\u003e2.5.1.1 The Theory of Multiple Intelligences (MIT) at Its Essence\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eGardner introduced the multiple intelligences theory in 1983, which scholars see it as a current issue in language learning. Initially defined as innate problem-solving or cultural artifact-valued knowledge, intelligence has been expanded and refined to include psychological potential for acquiring knowledge in various contexts. Gardner\u0026rsquo;s theory suggests that diverse intelligence capacities lead to various ways of understanding and learning the world, recognizing the diverse aspects of cognition and individual cognition styles. He posits that there are optimal mental operations for real-world problem-solving (Christison, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e1998\u003c/span\u003e). The theory of multiple intelligences suggests that human intelligences can be classified into numerous intelligences, as opposed to a single, all-encompassing unit of skill. Potential researchers and educators across the world have been adopting this theory into classroom practice over the past forty years (1983\u0026ndash;2025) (Gardner, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1983\u003c/span\u003e). For Stobart, (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), Crookes, (1999), Jarvis (2005), and Abbasian, R., and Khajavi, (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), Gardner\u0026rsquo;s theory of multiple intelligences challenged conventional intelligence views, as a spectrum of inbuilt abilities rather than a single IQ concept. To develop curriculum, syllabus, methodology and the whole teaching and learning plans, teachers use this theory, which is widely accepted in a contemporary education. To sum up, Gardner\u0026rsquo;s newly emerging multiple intelligences theory has significantly influenced researchers and educators, seen as a keystone to Cognitivism and multiple intelligences theory becomes a dominant theory of language teaching conscientious in this particular study.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec30\" class=\"Section2\"\u003e\u003ch2\u003e2.6 Conceptual Frame Work\u003c/h2\u003e\u003cdiv id=\"Sec31\" class=\"Section3\"\u003e\u003ch2\u003e2.6.1 The Concept of Intelligence\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eA variety of mental abilities have been examined by psychologists, including intelligence. One characteristic that sets each individual apart is intelligence. Gardner's definition of intelligence expands our understanding of what it is to be intelligent or smart (Gardne, 1983). Piaget (1978) and Gardiner (1983) are only two of the many psychologists, scholars, and authors who have defined the term \"intelligence\" in a wide range of settings. According to Armstrong (\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), it is commonly used to characterize a general mental ability to reason, solve issues, think abstractly, assimilate and comprehend new information, and gain from experiences and cultures. Psychologists have talked about intelligence as a form of mental capacity. Each individual is unique due to their intelligence. The Gardner idea of intelligence (Gardner, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e1983\u003c/span\u003e) broadens our understanding of what it means to be intelligent or smart. Many\u003c/p\u003e\u003cp\u003edifferent psychologists, scholars, and authors have defined \"intelligence\" in a wide range of situations, including Piaget (1978) and Gardiner (1983). Generally speaking, it refers to a general mental ability to reason, solve issues, think abstractly, take in and understand new information, and gain from experiences and cultures (Armstrong, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). According to D\u0026ouml;rnyei (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2005\u003c/span\u003e), when intelligence is used alone\u0026mdash;that is, without being combined with a term like verbal intelligence or spatial intelligence\u0026mdash;it is a synonym for ability. Generally speaking, intelligence refers to a general ability that is transferable to many different types of achievement rather than being restricted to a particular achievement area. Intelligence is one of the most elusive ideas, according to Charles Spearman (1987) (p.3). In his book Frames of Mind, Gardner provided an alternative definition of intelligence. According to him, intelligence is a collection of problem-solving abilities that enable an individual to get beyond obstacles and, when applied correctly, generate positive results. It also encompasses the ability to recognize or pose issues, which opens the door to fresh information being discovered (Nardi, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). According to Gardner (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2011\u003c/span\u003e), intelligence is the capacity to solve challenges, which allows one to either create problems or eliminate obstacles when they arise. Thus, intelligence is a problem-solving activity that allows us to either avert or cause issues.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003c/div\u003e\u003cdiv id=\"Sec32\" class=\"Section2\"\u003e\u003ch2\u003e2.7 Previous Study\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eAccording to a review of the literature, the MIT has been thoroughly studied in the contexts of English and foreign language instruction worldwide and is regarded as a contemporary concern in educational research. The use of MIT in language classes and its effects on student learning outcomes have been the subject of numerous studies. The results show that using MIT in these contexts is associated with higher student success rates (Karim Hajhashemi, 2011; Haley, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2004\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eRazmjoo (\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), for instance, investigated the relationship between learners' gender and intelligence profiles and found no significant differences between male and female participants in terms of linguistic success or intelligence types. However, females showed a greater propensity to use intrapersonal intelligence; therefore, the gender-related results did not affect the possession of bits of intelligence among gender differences. The study demonstrates that if educators assess students' intelligibility before class instruction begins, it appeals to all aspects of human nature, regardless of gender. According to Abbas, Ali, Zarei, and Mohseni (2023), in addition to the previously described results, a MI-OI classroom could offer a useful tactic for maximizing student performance and developing customized learning capacities.\u003c/p\u003e\u003cp\u003eFurthermore, this idea is supported by empirical research, such as that conducted by Astutie (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), which shows that the use of MIT in English instruction results in meaningful learning experiences and increases student enjoyment. Students gain from the use of their preexisting intelligences and the variety of instructional and assessment techniques used by teachers. There is still a significant lack of research on classroom activities that support EFL students' development of MIT, despite the abundance of studies on MIT in language teaching. The researcher is therefore motivated to examine the impact of MI-OI on EFL students' performance in the engagement and production of argumentative essays as stated in the study questions due to the Ethiopian EFL instructional context, and more especially, the difficulty at Jimma University.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"3. Research Methodology","content":"\u003cdiv id=\"Sec34\" class=\"Section2\"\u003e\u003ch2\u003e3.1. Research Paradigm\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSeveral research paradigms aid studies across disciplines, comprising the constructivist or interpretive, transformative or emancipatory, postcolonial or indigenous, pragmatic, and positivist or post-positivist prototypes (Charles, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The positivist and post-positivist philosophies emphasize methodological pluralism, advocating for the selection of the most appropriate approach based on the specific research question. They contend that research findings are not solely objective or certain, shifting the emphasis from absolute certainty to a focus on likelihood. Post-positivism, viewed as a more flexible alternate of positivism, emphasizes the need to identify and quantify factors influencing research, establish protocols for numerical interpretation, and assess individuals\u0026rsquo; triumphs (Charles, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). To evaluate the impact of MI-OI on EFL students\u0026rsquo; achievement in writing argumentative essay at Jimma University, the post- positivist paradigm, which facilitates an objective examination of reality that exists independently of the participants' perceptions was adopted (Creswell, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec35\" class=\"Section2\"\u003e\u003ch2\u003e3.2. Research Design\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe MI-OI approach is the study\u0026rsquo;s independent variable, while the dependent variables examined in this study is achievement in writing argumentative essay. For the nature of semi-experimental study, the researcher employed a quasi-experimental research design with mixed-methods to examine the effect of the MI-OI approaches to the achievement in writing argumentative essay (Shadish, W. R., 2002).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec36\" class=\"Section2\"\u003e\u003ch2\u003e3.3. Participants of the Study\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe participants of the study are two intact groups (EG\u0026thinsp;=\u0026thinsp;45, CG\u0026thinsp;=\u0026thinsp;45) of ninety EFL students from Jimma University\u0026rsquo;s College of Business and Economics enrolled for the course Basic Writing Skills (EnLa.201) is selected for its contents\u0026rsquo; relevance to run the writing curriculum effectively.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec37\" class=\"Section2\"\u003e\u003ch2\u003e3.4. Sampling Techniques\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis study employs matched sampling, convenience sampling, and simple random sampling to select its study area and subjects. Initially, convenience sampling was used to choose Jimma University as a study area due to the researchers' proximity, facilitating a better understanding of the research environment and reducing socio-economic barriers. Two intact groups were randomly selected from four existing groups using simple random sampling verified via lottery method. To assess the effectiveness of a program based on Multiple Intelligences (MI), participants were assigned to either an experimental group, which received instruction aligned with MI-OI, or a control group that followed conventional teaching methods. Matched sampling was utilized to identify groups with shared characteristics, allowing for a comparison of the program's impact. This technique aims to create a representative sample and control for unrelated variables, ensuring that any observed differences are attributed to the program intervention (Alvi, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec38\" class=\"Section2\"\u003e\u003ch2\u003e3.5. Instruments\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eData for this study were collected using the writing achievement test to address the research questions. The assessment of participants\u0026rsquo; knowledge in argumentative essay writing was conducted using an argumentative essay scoring rubric, which encompasses criteria such as thesis statement (claim), support (reasoning), consideration of opposing viewpoints (arguments, counterarguments, and refutations), structure and organization, sourcing (documentation), as well as grammar and mechanics. This rubric, which includes measurement scales (Beginning, Developing, Proficiency, and Mastery), was adapted from Saint Paul College for Academic Effectiveness and Innovation in Writing. Six raters employed the rubric to evaluate the writing achievement. The inter-rater reliability (IRR) for the pre-test and post-test results was calculated, and average score sets were determined for use in subsequent statistical analyses in this study.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec39\" class=\"Section2\"\u003e\u003ch2\u003e3.6 Data Collection Procedure\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis research consists of three main phases: (A) pre-testing, (B) MI-OI program intervention, and (C) post-testing as primary data collection steps. Initially, subjects were randomly assigned to a control group (CG) and an experimental group (EG). A pre-test was administered for the groups to check the homogeneity of the groups and Cronbach\u0026rsquo;s Alpha was utilized. Descriptive and inferential statistics were analyzed to determine the statistical significance between the two groups. The MI-OI intervention focused on argumentative essays was implemented with the experimental group, while the control group followed a traditional essay-writing module. The same instructor taught the groups to eliminate extraneous variables. The groups completed a writing achievement post-test at the end of one semester of the 2024 academic year. The Statistical Package for Social Sciences (SPSS v.20) was used to analyze the results from argumentative essay writing achievement tests. Qualitative data from interviews were also analyzed, interpreted, and discussed thematically using Atilas.ti.v.22. To measure the reliability of an instrument, Cronbach\u0026rsquo;s Alpha, which is viewed as the most appropriate measure was used in scales item (Robinson, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2009\u003c/span\u003e), and although there is no absolute rules exist for internal consistencies, the majority of researchers agree on a minimum internal consistency coefficient of \u003cb\u003e\u0026gt;\u0026thinsp;.70\u003c/b\u003e (Whitley, \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2002\u003c/span\u003e, Robinson, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). The reliability of the structured interview questionnaire items was assessed using thematic analysis based on procedures by Miles \u0026amp; Huberman (1994). The researcher followed a series of steps to consolidate, code, group, and authenticate the interview data. To enhance reliability 25% of the audio transcription was coded and grouped by both the researcher and an expert rater in TEFL, allowing for some subjectivity in the ratings. The resulting codes were organized into two major themes with two theories of Intelligences (MI). This method was essential for key insights from the transcripts and drawing conclusions related the study's objectives. Additionally, internal consistency was measured for writing achievement, inter-rater reliability (IRR) was applied (Wilson, J. 2014). Six experts having MA in TEFL and above were selected to check the validity of instruments as appropriate (Lawshe, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e1975\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec40\" class=\"Section2\"\u003e\u003ch2\u003e3.7 Method of Data Analysis\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eIn the data analysis and interpretation phase, written essays from EFL students were evaluated and quantified on a scale ranging from beginning to mastery employing descriptive and inferential statistics. Descriptive statistics facilitated the computation of Cronbach\u0026rsquo;s alpha coefficient, which assesses the reliability of instruments. The Intra-Class Correlation Coefficient (ICC) was utilized to evaluate inter- rater reliability among the evaluators. Levene\u0026rsquo;s test of equality of variance, under p\u0026thinsp;\u0026lt;\u0026thinsp;.05, was conducted to assess the homogeneity of variance between the control and experimental groups. Finally, thematic discussion using statements and paragraphs were utilized to discuss the findings derived from the statistical interpretation of the data and interviews Ishtiaq, M. (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec41\" class=\"Section2\"\u003e\u003ch2\u003e3.8 Ethical Considerations\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eEthical considerations are vital in conducting research within any academic discipline. In accordance with Bryman and Bell (2015), Jimma University provided a written memo of collaboration outlining the research's purpose and ensuring participant confidentiality. Participants in the intervention program were protected from identification or harm, as their names and addresses were omitted from any presentations or publications. They were informed of the voluntary nature of their participation and assured that the results of their assessments would remain confidential. Informed consent was obtained prior to the study, with participants receiving comprehensive explanations regarding the significance of their involvement and the limited use of collected data for research and instructional purposes. The researcher assured participants of their right to withdraw from the study at any time and emphasized the confidentiality of their responses. Additionally, adherence to APA 7th edition citation guidelines was maintained to avoid issues of fabrication and unethical practices in qualitative research (Denzin, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"4. Results and Discussion","content":"\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThis section presents result of the study obtained from achievement tests questionnaires followed by data analysis, interpretation and discussions in light with research questions and specific objectives.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis of the Writing Achievement Pre-test for Control and Experimental groups\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e\u003cp\u003eGroups\u0026rsquo; Statistics\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003ePre-test\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStd. Deviation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eStd. Error Mean\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.58\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.495\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.074\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExperimental\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.59\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.496\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.074\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe inferential statistics of the groups\u0026rsquo; mean scores on their experiences writing argumentative essays are shown in the results under Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, where the mean scores for the control (M\u0026thinsp;=\u0026thinsp;2.58, SD\u0026thinsp;=\u0026thinsp;.495) and experimental (M\u0026thinsp;=\u0026thinsp;2.59, SD\u0026thinsp;=\u0026thinsp;.496) groups are shown. This may suggest that prior to the treatment of the independent variables (MI-OI), the EFL students assigned to the control and experimental groups were homogenous in their argumentative essay writing abilities and possessed comparable writing capabilities.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis for Homogeneity of Variances among Groups Writing Achievement Pre-test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"11\" nameend=\"c11\" namest=\"c1\"\u003e\u003cp\u003eIndependent Samples Test\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c2\" namest=\"c1\" rowspan=\"3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c4\" namest=\"c3\"\u003e\u003cp\u003eLevene\u0026rsquo;s Test for Equality of\u003c/p\u003e\u003cp\u003eVariances\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"7\" nameend=\"c11\" namest=\"c5\"\u003e\u003cp\u003et-test for Equality of Means\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSig.\u003c/p\u003e\u003cp\u003e(2-tailed)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eMean Difference\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eStd. Error\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePre-test for CG \u0026amp; E G\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEqual variances assumed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.105\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.209\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e.209\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEqual variances not assumed\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e1.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e.105\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.209\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e.209\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eA Pre-test on writing argumentative essays was given to the CG and the EG, which consisted of 90 EFL students. To find out if there were statistically significant differences in the composition of argumentative essays (p\u0026thinsp;\u0026lt;\u0026thinsp;.05), an independent-samples t-test was performed. The argumentative essay writing abilities of EFL students were therefore not statistically significant (t)\u0026thinsp;=\u0026thinsp;.000, df\u0026thinsp;=\u0026thinsp;88, p\u0026thinsp;=\u0026thinsp;1.000), and the second raw for Levene\u0026rsquo;s Test for Equality of Variances not assumed was taken for analysis with 95% CI. Consequently, even though there might be inherent variations in each learner\u0026rsquo;s ability to write an argumentative essay, the results showed that, prior to the experimental group\u0026rsquo;s MI-OI intervention; there were no statistically significant differences between the groups.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis for Pre-test and Post-test Results of the Experimental Group in Writing Achievement Test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"11\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"11\" nameend=\"c11\" namest=\"c1\"\u003e\u003cp\u003eInterclass Correlation Coefficient (ICC)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eNo of raters\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eCronbach\u0026rsquo;s Alpha(α)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eICC\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"4\" nameend=\"c11\" namest=\"c8\"\u003e\u003cp\u003eF Test with True Value 0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eValue\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003edf1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003edf2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003eSig\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSingle Measures\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.789\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.538\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.368\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.691\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4.735\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAverage Measures\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.778\u003csup\u003ec\u003c/sup\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.636\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.870\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e4.735\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e88\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eSix raters evaluated all ninety essays that were written by the experimental and control groups. Every rater assessed fifteen essays individually. With a 95% Confidence Interval, Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e calculated an Interclass correlation coefficient (ICC) of (α)\u0026thinsp;=\u0026thinsp;.789, indicating statistical significance with p\u0026thinsp;=\u0026thinsp;.000 and degrees of freedom (df1) of 44 and (df2) of 88 for the average measure and the single measure, respectively. The purpose of this computation was to determine the Inter-Rater Reliability (IRR). As a result, the results showed that each reviewer\u0026rsquo;s ratings and assessments of the essays were consistently reliable and statistically significant.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis for Pre-test and Post-test Results of the Control Group in Writing Achievement Test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"12\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"12\" nameend=\"c12\" namest=\"c1\"\u003e\u003cp\u003ePaired Samples Test\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c2\" namest=\"c1\" rowspan=\"3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c9\" namest=\"c5\"\u003e\u003cp\u003ePaired Differences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eT\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eDf\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSig. (2-\u003c/p\u003e\u003cp\u003etailed)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eStd. Error Mean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePair 1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBefore\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.589\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e-\u003c/p\u003e\u003cp\u003e.222\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.420\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.063\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.349\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;.096\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e\u0026minus;\u0026thinsp;3.546\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003e.061\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAfter\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2.29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e.588\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe group\u0026rsquo;s performance on the achievement test for writing argumentative essays was assessed using a paired samples t-test under Table \u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e. T (45) = -3.546, p\u0026thinsp;=\u0026thinsp;.061 (Sig. (2-tailed) was found for the students\u0026rsquo; essay grades before (M\u0026thinsp;=\u0026thinsp;2.27, SD\u0026thinsp;=\u0026thinsp;5.89) and after (M\u0026thinsp;=\u0026thinsp;2.29, SD\u0026thinsp;=\u0026thinsp;5.88). With 95% CI across from \u0026minus;\u0026thinsp;349 to \u0026minus;\u0026thinsp;.096 and a mean test score change of \u0026minus;\u0026thinsp;.222, it can be concluded that there was no noticeable change in the ability to compose an argumentative essay. This leads one to the conclusion that the traditional way of argumentative essay training did not fully develop the writing talents of EFL students.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis for Pre-test and Post-test Results of the Experimental Group in Writing Achievement Test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"13\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"13\" nameend=\"c13\" namest=\"c1\"\u003e\u003cp\u003ePaired Samples Test\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" morerows=\"2\" nameend=\"c2\" namest=\"c1\" rowspan=\"3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"5\" nameend=\"c10\" namest=\"c6\"\u003e\u003cp\u003ePaired Differences\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003et\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003edf\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eSig. (2-tailed)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eSD\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eeta squared statistic\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u003cp\u003e95% CI\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003eLower\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003eUpper\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003ePair 2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBefore\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.3333\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.52223\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e-1.24444\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003e.67942\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003e(η)\u0026thinsp;=\u0026thinsp;.725\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u003cp\u003e-1.44857\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u003cp\u003e-1.04032\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u003cp\u003e-12.287\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003e.219\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAfter\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.5778\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.54309\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c13\"\u003e\u003cp\u003e.000\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe paired samples t-test findings for the effect of MI-OI on the experimental groups\u0026rsquo; achievement test scores in writing argumentative essays are displayed in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e. The post-test findings demonstrated that the students\u0026rsquo; essay scores had significantly improved from before (M\u0026thinsp;=\u0026thinsp;2.3333, SD\u0026thinsp;=\u0026thinsp;.52223) to after (M\u0026thinsp;=\u0026thinsp;3.5778, SD\u0026thinsp;=\u0026thinsp;.54309), with a t (45) = -12.287, p\u0026thinsp;=\u0026thinsp;.000 Sig. (2-sided). The EFL students\u0026rsquo; argumentative essay writing achievement was better after participating in the MI-OI program, as evidenced by a mean test score increase of -1.24444, with 97% confidence intervals between \u0026minus;\u0026thinsp;1.44857 and \u0026minus;\u0026thinsp;1.04032. Following the MI-OI program\u0026rsquo;s intervention, the eta-squared statistics showed a large impact size of (η)\u0026thinsp;=\u0026thinsp;.725. The results and the intervention programs are highly supported by the interpretation of effect size, which has values of 0.01 for a tiny effect, 0.06 for a moderate effect, and 0.72 for a large effect (Cohen, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e1988\u003c/span\u003e). The finding is consistent to a study by Zeraatpishe, M., Seifoori, Z., \u0026amp; Hadidi Tamjid, N. (\u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), which is done on the impact of MI-oriented writing tasks on the accuracy, fluency, and organization of ELT students\u0026rsquo; writing with outstanding improvement.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eStatistical Analysis of Variances among Groups in Writing Achievement Post-test\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e\u003cp\u003eGroup Statistics\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eAchievement Test Scores of the Groups\u0026rsquo; Argumentative Essay Writing\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGroups\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMean\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eStd. Deviation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eStd. Error Mean\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eControl\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2.2667\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.61791\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.09211\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExperimental\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e3.7556\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e.48409\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e.07216\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003ctfoot\u003e\u003ctr\u003e\u003ctd colspan=\"6\"\u003eA statistical comparison of the average scores obtained by the EG and CG in their post-test for achievement in writing argumentative essays is presented in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e. The EG, instructed with a MI- oriented approach, achieved a higher average score of (M\u0026thinsp;=\u0026thinsp;3.7556) and a standard deviation of (SD\u0026thinsp;=\u0026thinsp;0.48408) than the CG, which was taught using conventional methods and received an average score of (M\u003c/td\u003e\u003c/tr\u003e\u003c/tfoot\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003e=\u0026thinsp;2.2667) and a standard deviation of (SD\u0026thinsp;=\u0026thinsp;0.61791). These results show that EFL students in the EG, who were instructed using MI-OI, did better than the CG, who were instructed using conventional methods. The finding is parallel to the work of Ahmadian \u0026amp; Ghasemi, whose findings show multiple intelligences, self-efficacy, and language learning strategies has provided evidence for the development of crucial constructs and generalizations which have direct applications to the English language classrooms (Ahmadian \u0026amp; Ghasemi, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cdiv id=\"Sec43\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Discussion of Qualitative Data\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eThe researcher collected interview data and grouped it into ten sub-themes, which focused on MI-OI effects and two central themes, which focused on skills development and methodical awareness. Atlas.ti.22, qualitative data analysis software, was utilized in triangulating accomplishment test results for argumentative essay writing was done thematically. Insights from the subjects show that they still struggled with claim/thesis development, organization of coherent paragraphs, finding counter arguments, proper citation, word choice, mechanics, and the application of rules when writing argumentative essays. This research sought to determine the features that added to students\u0026rsquo; accomplishment succeeding the intervention and to address the achievement of writing argumentative essays. The students reported that MI-OI offered practice areas for debates, group discussions, and peer projects through applying their existing bits of intelligences. Furthermore, they felt MI-OI approach at ease utilizing it when writing argumentative essays of the standard length. Therefore, the study concluded that MI-OI was the basis for the development of EFL students\u0026rsquo; argumentative essays at Jimma University in Ethiopia, which is reliable to the finding of a study by Yohannes Tefera (2015), which he did on the implications of multiple intelligence theory and integrated skills language teaching for textbook development.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"5. Conclusions and Recommendations","content":"\u003cdiv id=\"Sec45\" class=\"Section2\"\u003e\u003ch2\u003e5.1. Conclusions\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBased on major findings, the following concluding points connected to this study were drawn.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eThis study suggests that traditional instructional methods did not fully develop EFL students\u0026rsquo; argumentative essay writing abilities.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eTargeted interventions of MI-OI approaches and instructional program significantly improved students\u0026rsquo; essay scores and enhanced their learning experiences related to argumentative essay of expected length and quality.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eIt is concluded that educators consider implementing MI-focused interventions to improve student outcomes in writing argumentative essay in universities for their personal and professional development.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFurther, it can be concluded that incorporating MI-OI can positively affect EFL students\u0026rsquo; achievement in writing argumentative essays within the context of Jimma University in Ethiopia.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe results suggest that MI-OI approach that taps into learners diverse intellectual abilities can practically enhance learning outcomes and experiences.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec46\" class=\"Section2\"\u003e\u003ch2\u003e5.2. Recommendations\u003c/h2\u003e\u003cp\u003e\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eBased on the major findings and conclusions drawn, it is recommended that:\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eEducators at Jimma University ought to consider integrating MI-OI approaches into their teaching and learning practices when teaching writing, especially, argumentative essays to EFL students.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eThe ongoing professional development activities should be encouraged for members of the department regarding effective implementation of the MIT into practice to ensure sustainable improvements in mastering composing processes and performance towards their argumentative writing that maximizes their personal and professional development.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFurther research should be conducted to explore and treat EFL students\u0026rsquo; existing intelligence profiles to exploit their learning in the college of Business and Economics or across various colleges at Jimma university, which can further be expanded in the context of Ethiopia for a better educational practice via developing effective argumentation skill in writing.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eEducators should consider factors related to essay writing trends by EFL students such as their prior writing experience, such as students\u0026rsquo; cultural backgrounds and level of language proficiency, their MI- profiles and learning preferences and broader instructional approaches designed for foreign language training in Ethiopia into their future studies.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eEducators should contemplate implementing targeted interventions like the MI-OI programs to improve EFL students\u0026rsquo; essay writing skills for their overall academic achievement at higher education.\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eFinally, researchers need to utilize the findings as a foundation for similar studies tailored to MI-OI approaches at Jimma University in Ethiopia and elsewhere in the world.\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"Abbreviations","content":"\u003cdiv class=\"DefinitionList\"\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eCG\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eControl Group\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eEFL\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eEnglish as a Foreign Language\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eEG\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eExperimental Group\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eESL\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eEnglish as a Second Language\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eICC\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eInter Correlation Coefficient\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eIRR\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eInter-Rater-reliability\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eM\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eMI\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eMultiple Intelligence\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eMI-OI\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eMultiple Intelligence-Oriented Instructions\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eMIT\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eMultiple Intelligence Theory\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eSD\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eStandard Deviation\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eTEFL\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eTeaching English as a Foreign Language\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n \u003cdiv class=\"DefinitionListEntry\"\u003e\n \u003cdiv class=\"Term\"\u003e\u0026bull;\u003cstrong\u003eIQ\u003c/strong\u003e\u003c/div\u003e\n \u003cdiv class=\"Description\"\u003e\n \u003cp\u003eIntelligence Quotient\u003c/p\u003e\n \u003c/div\u003e\n \u003c/div\u003e\n\u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eConflict of interest:\u003c/strong\u003e\u003cp\u003eThe authors have \u003cb\u003eno\u003c/b\u003e competing interests/ no conflict of interest/.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eFunding:\u003c/h2\u003e\u003cp\u003eThis study \u003cb\u003edidn\u0026rsquo;t\u003c/b\u003e receive any funding for publication.\u003c/p\u003e\u003cp\u003e\u003cstrong\u003eConsent to publish:\u003c/strong\u003e\u003cp\u003eThe authors agreed and/or approved the manuscript for submission to and publication in the \u003cb\u003eDiscover Education.\u003c/b\u003e They also disclosed that the article is originated from a PhD Dissertation.\u003c/p\u003e\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003e1 Tilahun Gebretsadik Adare; PhD candidate 2 Getachew Seyoum (PhD, Associate professor; Principal Advisor3 Adege Alemu (PhD, Assistance professor; Co-advisor\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eAcknowledgementThe successful completion of this research would not have been possible without the support and contributions of several individuals and institutions, to whom I wish to express my profound gratitude.First and foremost, I extend my sincere thanks to the editors and anonymous reviewers of Discover Education Journal for their time, consideration, and invaluable feedback on this manuscript. Their insightful comments and constructive critiques were instrumental in refining this work.I am profoundly grateful to the College of Social Sciences and Humanities at Jimma University, and specifically the Department of English Language and Literature. My heartfelt appreciation goes to the dedicated staff and faculty members for their academic guidance, provision of resources, and unwavering support throughout the research process.My deepest appreciation is reserved for the students from the College of Business and Economics who participated in this study. Their willingness, active engagement, and honest reflections during the interviews were the cornerstone of this research. Without their contribution, this investigation would not have been possible.Finally, I would like to acknowledge all those who, directly or indirectly, provided encouragement and support during the course of this endeavor.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbbas A, Zarei A, Mohseni F. The relationship between multiple intelligences and grammatical and writing accuracy of Iranian learners of English. Iran Online J Educational Technol. 2023;9(2):132\u0026ndash;44.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAbbasian R, Khajavi Y. English language teaching program of universities: Does it cater for multiple intelligences of students. Volume 17. Porta Linguarum: Revista Internacional de Did\u0026aacute;ctica de las Lenguas Extranjeras; 2012. pp. 111\u0026ndash;32.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAhmadian M, Ghasemi AA. 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J Engl Lang Pedagogy Pract. 2020;12(25):1\u0026ndash;31. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.30495/JAL.2020.678069\u003c/span\u003e\u003cspan address=\"10.30495/JAL.2020.678069\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Multiple Intelligence, Writing, Argumentative Writing, Argumentative Essay, Writing Achievements","lastPublishedDoi":"10.21203/rs.3.rs-7947275/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7947275/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study aims to investigate the effect of Multiple Intelligence-Oriented Instructional (MI-OI) approaches to the English as a Foreign Language (EFL) students\u0026rsquo; achievement engaged in argumentative writing. Operating a quasi- experimental design, the research employs mixed methods to data analysis. The participants comprised of the EFL students from the College of Business and Economics at Jimma University during the 2024\u0026ndash;2025 academic years in Ethiopia. A total of 90 students, each consisting of 45, were randomly selected from four intact groups, designating into a control and experimental groups by lottery method. Quantitative data were collected through writing achievement tests while qualitative data were gathered through structured interviews. Statistical analysis was performed using SPSS v.28, which included descriptive and inferential statistics, while qualitative data were analyzed using Atlas.ti v.28. An independent-samples t-test indicated remarkable differences in the quality of argumentative essays produced by the groups (t\u0026thinsp;=\u0026thinsp;.000, df\u0026thinsp;=\u0026thinsp;88, p\u0026thinsp;\u0026lt;\u0026thinsp;.001). Pair wise statistical comparisons illustrated a perceptible increase in writing achievement scores for the experimental group, shifting from (M\u0026thinsp;=\u0026thinsp;2.3333, SD\u0026thinsp;=\u0026thinsp;.52223) to (M\u0026thinsp;=\u0026thinsp;3.5778, SD\u0026thinsp;=\u0026thinsp;.54309), with t(45) = -12.287, p\u0026thinsp;\u0026lt;\u0026thinsp;.001. Qualitative data further support these findings, as participants reported that the integration of MI-OI strategies significantly enhanced their argumentative writing skills. In conclusion, the study advocates for the implementation of MI-OI methods in EFL contexts, demonstrating substantial benefits for students\u0026rsquo; essay writing achievement in learning argumentative writing. Thus, the researcher recommended that educators should incorporate the MI-OI approaches into EFL writing curriculum to foster EFL students\u0026rsquo; proficiency in argumentative writing.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e","manuscriptTitle":"The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus.","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-11-04 03:21:34","doi":"10.21203/rs.3.rs-7947275/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-06T07:45:15+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-10-28T01:38:42+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-10-28T01:37:20+00:00","index":"","fulltext":""},{"type":"submitted","content":"Discover Education","date":"2025-10-25T12:39:22+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"discover-education","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"diedu","sideBox":"Learn more about [Discover Education](https://www.springer.com/journal/44217)","snPcode":"44217","submissionUrl":"https://submission.nature.com/new-submission/44217/3","title":"Discover Education","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Discover Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"5debfad7-f21a-4da3-b7c2-0ccbe4d92529","owner":[],"postedDate":"November 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-04-15T19:38:18+00:00","versionOfRecord":[],"versionCreatedAt":"2025-11-04 03:21:34","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7947275","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7947275","identity":"rs-7947275","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}