Learning a second language (L2) is a long and complicated undertaking. “Your whole person is affected when you struggle to overcome the limitations of your native language, a new culture, a new way of thinking, feeling and acting” (Brown, 2007, p. 1). “Success in L2 learning depends on various factors, such as methodology, L2 teacher, textbooks, and individual characteristics of L2 learners” (Schmitt, 2002, p. 161). Indeed, the type of methodology depends on the types of learning that each L2 student can learn best. In traditional classrooms, L2 teachers stand in front of L2 students, give a lecture, write something on the board and ask L2 learners some questions about the points written on the board or wait for L2 students complete their written work (Stanford, 2003). Nowadays, L2 teachers prefer different teaching or learning styles. Furthermore, L2 learners are bored with traditional methods (Knowles, 1980; McCarthy, 2000; Merriam & Caffarella, 1992; Sternberg, 1997). Say no to plagiarism. Get a tailor-made essay on “Why violent video games should not be banned”? Get an original essay As mentioned above, L2 teachers around the world are trying various methods to keep the morale of their L2 students up in the classroom. L2 and motivate them to learn better. Critical thinking is undoubtedly known as a method that can inspire L2 learners to think creatively and helps L2 teachers provide L2 learners with appropriate activities that lead to the development of their judgment skills, d evaluation and problem solving. Not only do learners learn, but they are also intrigued by the information they receive (Harpaz, 2007). In fact, all researchers, employers and society believe that critical thinking should be developed (Brookfield, 1987; Davis and Botkin, 1995; Halpern, 1993; Kerka, 1992; Sternberg, 1985). Arum and Roska (2011) indicated that developing L2 learners' ability to think critically is an essential goal of education. According to Brookfield (1987), to survive the information age, researchers and employers concluded that people would need to ask questions, create new approaches to solving problems, relate new knowledge to information currently available to individuals and use their knowledge and reasoning skills. through new situations. Furthermore, the importance of critical thinking is evident to both L2 teachers and L2 learners. In fact, critical thinking is a job for both. Critical thinking is good for the success of L2 learners; therefore, critical thinking can be expressed that the lack of critical thinking ability as a necessary skill in education could result in a mismatch between what L2 learners acquire and what L2 instructors need (Yuksel and Alc, 2012). L2 students need to improve their speaking skills to ensure effective communication. They usually appreciate their ability to speak at first glance. Teaching and learning is often considered a challenging and stressful activity. Although speaking is an important skill, it is often overlooked (Thornbury, 2007). According to L2 specialists, the most fundamental part of an EFL course is speaking. For most people, the ability to speak L2 is associated with learning L2 because speaking is the mostfundamental of human communication (Folse, 2006). Many L2 students take L2 courses to promote their speaking ability with the improvement of technology and the need for interaction in the community. (Malmir & Shoorcheh, 2012). In fact, L2 students' speaking skills can be significantly improved by applying and conducting critical thinking skills. L2 speakers try to be dynamic in their speaking skills and in difficult circumstances, they try to understand and make a decision (Malmir & Shoorcheh, 2012). Feedback from critical thinkers can be very useful to L2 learners to better understand and make connections between different opinions, to conclude and finally succeed in international communication (Malmir & Shoorcheh, 2012). Regarding multiple intelligence, Gardner (1983) believes that intelligence is multiple intelligence rather than a single ability. Furthermore, according to Gardner (2004), everyone's type of learning is different and everyone learns in different ways. Additionally, Gardner (2004) describes three distinct uses of intelligence: no one has exactly the same intelligence profile, the way a person accomplishes a task is completely different, and multiple intelligence is the property of all people. individuals. As Armstrong (1994) indicates, multiple intelligence opens the way to an incredible number of teaching strategies that can be applied effectively in the L2 classroom. Additionally, multiple intelligence helps L2 educators use current teaching strategies using various activities. Furthermore, Chapman (1993) recommends an extraordinary number of suggestions to Gardner's (1983) theory of multiple intelligence that correspond to the levels of L2 learners. Some of these suggestions are that at least one intelligence is strengthened in each person, another intelligence is weaker, which can cause distress. Chapman (1993) further states that each person's weaknesses can be strengthened through practice. In fact, Gardner (1983) proposes eight different intelligence elements to account for a broader range of human potential in children and adults. This information is1. Verbal Linguistic Intelligence: “The ability to use language in special and creative ways, something that lawyers, writers, editors, and interpreters are strong at.” This intelligence will help L2 students communicate more effectively” (Smith, 2002, 2008, p. 4). In fact, L2 learning activities for this type of intelligence could be lectures, L2 student talks, storytelling, journaling, and small or large group discussions (Richards and Rodgers, 2014).2. Logical-mathematical intelligence: “People who possess this type of intelligence can think rationally, which is often found in doctors, engineers, programmers, and scientists” (Richards and Rodgers, 2014, p. 231). “This intelligence is the ability to analyze. solve problems logically, perform mathematical operations, and study problems scientifically” (Smith, 2002, 2008, P. 4). L2 learning activities considered effective are logical sequential presentations, logic problems, and puzzles (Richards & Rodgers, 2014).3. Musical Intelligence: “Musical intelligence is the ability to recognize musical tones, pitches, and rhythms” (Smith, 2002, 2008, P. 4). Additionally, musical intelligence is described as having a good ear for music, as is the case among singers and composers; Therefore, suitable L2 activities for those who wish to learn languages ​​are the,, 2014).