Iraqi EFL Learners’ Linguistic Intelligence and Their Writing Accuracy and Complexity Across Gender

This study addressed the limited understanding of how the relationship between linguistic intelligence writing accuracy, and writing complexity among Iraqi intermediate EFL learners. The research involved 120 intermediate EFL learners, evenly split by gender, from two private schools in Iraq. Using a proficiency test, a linguistic intelligence questionnaire, and a writing task, the study measured learners' linguistic intelligence, writing accuracy, and writing complexity. The findings revealed that female learners exhibited significantly higher levels of linguistic intelligence, writing accuracy, and writing complexity compared to their male counterparts. Additionally, positive correlations were found between linguistic intelligence and both writing accuracy and complexity. These results suggest that tailoring EFL instruction to leverage linguistic intelligence can improve writing outcomes and highlight the need for educational practices that address individual learner characteristics. The study's limitations included its focus on a single proficiency level and academic setting, suggesting that future research should explore the role of variables.