Spacial/visual intelligence is one of eight types of intelligence described in Multiple Intelligence Theory (Gardner, 1983). People with significant spacial intelligence have the ability to sense form, space, color, line, and shape. It includes the ability to graphically represent visual or spatial ideas. Students can develop spatial/visual intelligence through visual mapping activities and varying the arrangements of materials in space, such as creating charts and bulletin boards. The study included two groups of graphic engineering and design students attending an ESP course. The first group was taught according to conventional language teaching practice. The second group was taught ESP on activities based on visual presentation, art activities, mind-mapping, imagination and visualization tasks. The results show better results for the group which was exposed to teaching that was more suited to learners with strong spacial/visual intelligence.

Since teachers make effort to enhance communicative competence and skills among their learners, they should make them more aware of their intelligence profile, so students will be able to utilize their knowledge in future learning. Teachers can also take advantage of exercises, activities, techniques and materials that help provoke their students’ intelligences, and thus encourage them to make use of different intelligences in the process of learning. Another implication of MI theory for teachers is that by paying attention to all kinds of intelligence teachers should try to design a syllabus taking advantage of a variety of teaching activities as well as different tools and materials intended to mix all intelligences.