Enhancing Argumentative Writing in Ethiopian EFL Classrooms: A Multiple Intelligence-Informed Instructional Approach

This study investigated the influence of a pedagogical approach informed by Multiple Intelligence Theory (MIT) on the argumentative writing ability of students enrolled in the College of Business and Economics at Jimma University, Ethiopia. Ninety students from the Department of Accounting and Finance participated during the 2024–2025 academic years. Using a quasi-experimental mixed-methods design, participants were randomly assigned to an experimental group (n = 45) receiving MIT-informed instruction or a control group (n = 45) receiving conventional instruction. Quantitative data were collected via argumentative writing tests, and qualitative data through structured interviews. Analyses were conducted using SPSS v.28 and Atlas.ti v.28. Results from an independent-samples t-test indicated a statistically significant improvement in the experimental group's writing scores (t (88) = 12.287, p < .001), with mean scores increasing from pre-test (M = 2.33, SD = 0.52) to post-test (M = 3.58, SD = 0.54). Qualitative findings supported these results, suggesting that the varied and scaffolded instructional activities associated with the MIT-informed approach enhanced students' argumentative writing skills. The study recommends incorporating diversified, learner-centred instructional strategies inspired by MIT into EFL writing curricula in similar contexts.