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This study examined the effect of Multiple Intelligence-based Focus on Form on enabling EFL learners to develop both the grammatical knowledge of the target structures (simple present and present progressive) and the ability to use it in written language context. Three different treatments were employed in three experimental groups: Multiple Intelligence-based Focus on Form (MI-FoF) focused on form, meaning, and use, along with learners' strengths and interests in language learning Focus on Form (FoF) focused on form, meaning, and use Focus on Meaning (FoM) focused on meaning. The control group, Focus on FormS (Fs), focused on explicit grammar instruction. In an intact group design, involving 218 university students, the outcome of the study, based on both direct (multiple choice questions) and indirect (free composition) types of tests, indicated that the performance of the participants didn’t differ significantly in the four groups in the indirect type of test but the performance of the MI-FoF differed significantly from the other groups in the direct type of test. This result can be attributed to the integration of MI into FoF, which enabled learners to engage in meaningful tasks actively, which, in turn, suggests that insights provided by MI can be very decisive in implementing FoF. 

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Evidence suggests that variability in the ratings of students’ essays results not only from their differences in their writing ability, but also from certain extraneous sources. In other words, the outcome of the rating of essays can be biased by factors which relate to the rater, task, and situation, or an interaction of all or any of these factors which make the inferences and decisions made about students’ writing ability undependable. The purpose of this study, therefore, was to examine the issue of variability in rater judgments as a source of measurement error this was done in relation to EFL learners’ essay writing assessment. Thirty two Iranian sophomore students majoring in English language participated in this study. The learners’ narrative essays were rated by six different raters and the results were analyzed using many-facet Rasch measurement as implemented in the computer program FACETS. The findings suggest that there are significant differences among raters concerning their harshness as well as several cases of bias due to the rater-examinee interaction. This study provides a valuable understanding of how effective and reliable rating can be realized, and how the fairness and accuracy of subjective performance can be assessed.