AN INVESTIGATION OF THE EFFECTS OF INTELLIGENCE TYPE AND PHYSICAL ACTIVITY PARTICIPATION LEVEL ON FOREIGN LANGUAGE LEARNING ACHIEVEMENT IN UNIVERSITY PREPARATORY CLASS STUDENTS

Abstract

The aim of the study is to compare the foreign language learning achievement levels of students who participate in physical activity and have physical/kinesthetic intelligence with others. The study was designed in the causal-comparison research model from the quantitative research methods. The sample consisted of 1012 participants, studying at Karabük University, School of Foreign Languages. "Personal Information Form", "Multiple Intelligence Observation Form", "International Physical Activity Questionnaire" and "Cambridge Preliminary English Test" were used as data collection tools. As a result, a significant positive moderate relationship between the physical activity participation levels of the participants and their physical/kinesthetic intelligence domains; a significant positive moderate relationship between physical activity participation levels and foreign language achievement scores; a significant positive weak relationship between foreign language achievement scores and physical/kinesthetic intelligence and a positive, medium-strong significant relationship between the time spent as an athlete and physical/kinesthetic intelligence has been found. When the effects of multiple intelligence domains and physical activity participation levels on foreign language achievement scores have been examined, it is seen that the level of physical activity participation has a positive and significant effect on foreign language achievement scores. It is seen that physical/kinesthetic intelligence, the time spent as an athlete and physical activity level are all important factors in foreign language learning.

Keywords: multiple intelligence, physical/kinesthetic intelligence, physical activity, foreign language learning