The Effect of Multiple Intelligence-oriented Instructions on EFL Students’ Achievement in Learning Argumentative Writing in Ethiopia, Jimma University in Focus.

This study aims to investigate the effect of Multiple Intelligence-Oriented Instructional (MI-OI) approaches to the English as a Foreign Language (EFL) students’ achievement engaged in argumentative writing. Operating a quasi- experimental design, the research employs mixed methods to data analysis. The participants comprised of the EFL students from the College of Business and Economics at Jimma University during the 2024–2025 academic years in Ethiopia. A total of 90 students, each consisting of 45, were randomly selected from four intact groups, designating into a control and experimental groups by lottery method. Quantitative data were collected through writing achievement tests while qualitative data were gathered through structured interviews. Statistical analysis was performed using SPSS v.28, which included descriptive and inferential statistics, while qualitative data were analyzed using Atlas.ti v.28. An independent-samples t-test indicated remarkable differences in the quality of argumentative essays produced by the groups (t = .000, df = 88, p < .001). Pair wise statistical comparisons illustrated a perceptible increase in writing achievement scores for the experimental group, shifting from (M = 2.3333, SD = .52223) to (M = 3.5778, SD = .54309), with t(45) = -12.287, p < .001. Qualitative data further support these findings, as participants reported that the integration of MI-OI strategies significantly enhanced their argumentative writing skills. In conclusion, the study advocates for the implementation of MI-OI methods in EFL contexts, demonstrating substantial benefits for students’ essay writing achievement in learning argumentative writing. Thus, the researcher recommended that educators should incorporate the MI-OI approaches into EFL writing curriculum to foster EFL students’ proficiency in argumentative writing.