Abstract:

The educational philosophy of Multiple Intelligences (henceforth MIs) in the English language learning context of Saudi Arabia seems to be an underexplored field. Therefore, this study aims to show from the perspective of the teachers the primary barriers that impede Saudi High School students from employing their MIs. Additionally, it examines  how MI concepts influenced Saudi high school students' comprehension of EFL in language classrooms. The study demonstrates how Saudi High School EFL teachers interpret the notion of MI as an educational approach. The study sample is random, comprising 100 High School EFL teachers who teach  English as a Foreign language (EFL) at Dammam city in Saudi Arabia. The research is quantitative in nature and uses a five-point Likert Scale questionnaire to collect data on EFL teachers' perspectives. Results show that teachers strongly agree with the notion that MI as an educational approach may create a negative effect in the classroom if not comprehended properly, consequently raising challenges in its application in the EFL classroom. However, the MI approach is effective in language learning if its nuances are comprehended. It is expected that these results would be of use to curriculum developers and teachers training programs geared to enhance learning.

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