Purpose :
(i)  This study aims at exploring features of the multi-intelligence theory.
(ii)  This study aims at exploring implications of the multi-intelligence theory in English Language Teaching field.
(iii) Familiarizing EFL teachers with implications of the multi-intelligence theory in the class.
(iv) Helping curriculum planners take the multi-intelligence theory into accounts while designing English language curricula.

In the second language classroom it is possible to motivate learners by activating multiple ways of meaning- making through the use of tasks relating to the different intelligences. Providing a variety of language activities that stimulate the different tools or intelligences proposed by Gardner (1999) makes it possible to engage multiple memory pathways necessary to produce sustained deep learning (Schumann 1997).

Methodology :
(i) Background Research 
(ii) Observation
(iii) Literate Study

RQ2:What type of reading comprehension questions should be constructed to develop the different sub-skills of reading comprehension to answer the literal, reorganisation and inferential comprehension questions?

RQ3:What is the content validity and reliability of the prototype RCMs 

Findings:
1. The developed RCMs reached the reliability ranged between 0.804 and 0.923 that indicates high reliability

2. The results from the pilot study revealed that the participants improved their scores gradually.
3. The standardized RCMs would act as indicators for ESL teachers to enhance ESL students’ performance in reading comprehension.

1.      What reading strategies are reported by high school ELLs?

2.      What is the relationship between high school ELLs’ reported strategy use and their reading proficiency as measured by standardized reading achievement test?

3.      What is the relationship between high school ELLs’ reading strategy use and their self-rated reading proficiency?

Findings:
1. English language learners at diverse levels vary their reading strategy use.

2. Among the four groups of students (Not So Good, OK, Good, and Great), Good students reported using reading strategies the most followed by Great and OK. Those in Not So Good group reported the least number of reading strategies.

This article discusses the perceptions of different groups of students on their teachers and their self-esteem which then  affects their academic performance. 

This paper reveals that lower achiever group tends to perceive their teacher as someone who controls their behavior in order to 
avoid any disciplinary problems which at the same time lower their self-esteem. On the other hand, for the higher achiever  group, they perceive their teachers as people who are supportive. 

The paper has  stated that self-esteem and the students' perceptions towards their teachers definitely affect their academic performance.