Abstract:
The present case study aimed at measuring the impact of the multiple intelligences theory within WebQuests models to develop EFL speaking skills of Al-Azhar first year secondary school students. The study adopted the quasi-experimental pretest-posttest experimental group/control group design. Subjects in the study were first year secondary school female students. Two classes were randomly selected from Al-Ghoraizat Al-Azhar Secondary Institute for Girls, Sohag governorate in the school year 2016-2017. Then, they were randomly assigned to two groups, experimental (30 students) and control group (30 students). The experimental group was taught by using the proposed strategy to develop speaking skills. Students in the control group received traditional instruction. The proposed strategy of the study aimed at developing some speaking skills of the experimental group students. It was taught over a period of four weeks (three periods per week). The results of the study indicated that there were statistically significant differences between the experimental group and control group in functional speaking, speaking for purposes, and oral presentation. It was concluded that the present study provided evidence for the effectiveness of using the multiple intelligences theory within WebQuests models to develop the experimental group students' EFL speaking skills. It was recommended that teachers should motivate students to use MI theory while learning. They, also, should be taught to cope with current methods and techniques that encourage students to use the internet and technology.