{'fraction_non_alphanumeric': 0.01896551724137931, 'fraction_numerical': 0.006896551724137931, 'mean_word_length': 5.45, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
HOW EFL STUDENTS’ ORAL PERFORMANCES ARE PROMOTED WITH TASK-BASED ACTIVITIES: AN INTEGRATION OF MULTIPLE INTELLIGENCES THEORY

The major goal of implementing communicative activities in our daily life is to express our ideas as well as make ourselves understood. However, according to Sayed (2013), for most of the EFL students, oral performances are often regarded as one of the hardest to be trained and developed. Traditional language teaching and learning approaches for improving oral performances, much attention seems to be paid to verbal and reasoning abilities only. Gardner (1983) proposed that schools and institutes usually deploy the classic approach of assessing intelligence quotient (IQ) in their language training programs, and such methods of training and assessment are perhaps not sufficient enough for the learners whose learning styles are not well-matched with those two verbal and reasoning skills.This research mainly deals with an exploration on the effectiveness of using task-based activities as an application of MIT on improving oral performances and promoting learning motivation for first-year EFL students at Phu Yen University.