Abstract

The following article is based on an action research study, which aims to describe the contribution of the use of Multiple Intelligences activities in a group of Chilean young learners from 3rd and 4th grade, who were adapting to a bilingual system during their first school term, in order to reduce their levels of Foreign Language Classroom Anxiety. The research was conducted in a semi-public bilingual school located in Concepción, Chile. The intervention was carried out in the English Club, which is a compulsory extracurricular activity for new students in the school. Eighteen students from 3rd and 4th grade participated in the intervention of two sessions, where activities based on the Multiple Intelligences Theory (Gardner, 1986) were implemented. Students' levels of anxiety before and after the intervention were gathered through a Likert scale. Their perceptions of the intervention were collected through a focus group after the intervention. Data was analyzed using frequency and thematic analysis, respectively. Findings showed a consistent decrease in students' levels of anxiety after the implementation of the activities. Furthermore, their perceptions about the intervention provided evidence that the use of this methodology seems beneficial, easier to perform and more engaging.