Abstract

Howard Gardner’s Multiple Intelligences (MI) theory posits that individuals possess distinct profiles of intellectual strengths. Building on this framework, this study investigates the representation of MI types in the activities of the Voices Pre-intermediate (A2/B1) textbook, the prescribed coursebook for English Course 2 at the research institution. Data were collected through a content analysis of 315 activities across Units 5 to 10 and analyzed via descriptive qualitative statistics to determine frequency and distribution. The findings indicated that while the textbook addresses various intelligence types, there is a significant imbalance in their distribution. The most dominant intelligences were Verbal/Linguistic, appearing in 100% of activities, followed by Logical-Mathematical, Intrapersonal, and Interpersonal intelligences. Conversely, Musical and Bodily-Kinesthetic domains were minimally represented, while Naturalistic intelligence was entirely absent. The findings suggest a further application of incorporating diverse, MI-based supplementary materials into classroom instruction and the application of MI theory as a framework for enhancing material development and inclusive learning in higher education.

Keywords: Multiple Intelligences, Content Analysis, Voices Textbook, ELT Materials.