UTILIZING MULTIPLE INTELLIGENCES TO ENHANCE TECHNICAL VOCABULARY ACQUISITION IN ENGINEERING STUDENTS: A MULTIMODAL APPROACH

Abstract

This article explores the application of the Theory of Multiple Intelligences (MI) to enhance the acquisition of technical vocabulary among engineering students at a Ukrainian technical university. The study employs multimodal teaching strategies, such as diagrams, role-plays, and problem-solving tasks, to engage students’ visual-spatial, interpersonal, and logical-mathematical intelligences. Results show an average 27,7% improvement in vocabulary retention and practical usage, demonstrating the effectiveness of MI-based approaches over traditional methods. The findings suggest that tailoring language instruction to cognitive strengths not only improves vocabulary acquisition but also equips students with essential communication skills for their future careers in engineering. Prospects for further research include extending MI-based methods to other aspects of technical language learning and professional communication.