The Impact of Diversified Intelligences on Intermediate EFL Learners’ L2 Writing Skills

This study aimed to determine how diversified intelligence (DI) can predict various aspects of L2 writing. To achieve this, 120 intermediate English as a Foreign Language students were selected using the Oxford Quick Placement Test (OQPT). The learners were given Abdulaal, Alenazi et al.’s (2022) DI questionnaire. The participants were asked to prepare an argumentative essay on a given subject in 60 minutes. Each writing component—tenor, organization, coherence, vocabulary, grammar, spelling, and pronunciation—was considered when assigning a score to the students’ writings. The inter-rater reliability, as determined by Pearson’s correlation, was 0.87. The data were analyzed using multivariate regression in AMOS (Version 22) to determine which types of DIs contributed to various characteristics of L2 writing. The findings demonstrate how diversified intelligence impacted different aspects of learners’ writing. It was discovered that intrapersonal, musical, and naturalistic intelligence significantly impacted the grammar of EFL students’ writings; kinesthetic, existential, logical, and naturalistic intelligence had an impact on the punctuation components of L2 writings; verbal, kinesthetic, and naturalist intelligence had influences on students’ writing organization; visual, interpersonal, logical, and existential intelligence played a significant role in the students’ cohesion; and finally, logical and existential intelligence significantly impacted the relevance and sufficiency of the thematic tenor.