On the relationship between multiple intelligences and critical thinking: Can they predict language proficiency of Iranian EFL learners?

This study investigated the impact of sequencing tasks from simple to complex along reasoning demands on the fluency of writing task performance among EFl learners. The participants of the study were 90 inter- mediate EFL learners from three classes at Islamic Azad University, Shahr-e-Qods Branch in Iran. They were distributed in three groups: Experimental A, Experimental B, and a Control group. The students in all groups were invited to participate in a writing pre-test. Next, the treatment sessions including 8 sessions of task performance began, during which the first experimental group received a series of picture description tasks in a randomized order of cognitive complexity. The second experimental group received the same tasks, but ordered from simple to complex based on their required reasoning demands. The control group, however, did not receive any picture description tasks; rather this group received some typical writing activ- ities. The post- test was then administered to all participants. The results of the data analysis, through Analy- sis of Variances (ANOVA) using the SPSS software, demonstrated no significant impact for sequencing tasks from simple to complex on fluency in writing task performance.