Using Differentiated Instruction to Teach Vocabulary in Mixed Ability Classes with a Focus on Multiple Intelligences and Learning Styles
Parviz Alavinia, Sima Farhady

Abstract
The current study sought to investigates the possible effects on vocabulary learning of the implementation of differentiated instruction (in the light of learners’ multiple intelligences and learning styles). The research was carried out in the Iran Language Institute (ILI) in Urmia, with 80 Iranian intermediate female learners. Successive to homogenizing the groups, a total of 60 learners were found to enjoy the conditions for the rest of the research, and hence two 30-member groups were formed. These learners, then, sat the pretest (a vocabulary achievement test), and based on the results of multiple intelligences and learning styles questionnaires, which were administered later, the learners were divided into five separate categories termed visual-spatial (V), linguistic-auditory (L), kinesthetic-bodily (K), interpersonal (Inter), and intrapersonal (Intra). Next the learners in the experimental group were instructed based on their unique intelligence and learning styles types, whereas the other class was taught in the traditional way with no differentiation. Subsequent to the administration of posttest, the results were analyzed through the use of independent samples T-test and ANOVA. In line with the findings of the research, a significant amount of difference was found between the performances of two groups and in favor of the experimental group. Further, the performance of different learners with various intelligences and learning style was shown to vary significantly.

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