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Abstract
This study was an endeavor to explore the relationship between EFL learners’ introspective intelligence and their speaking skill in language institutes. The study also tried to explore the relationship between students’ levels and their responses to the questionnaire items. To do this, 60 advanced EFL learners of both genders were selected based on convenience sampling. The data were collected through a speaking test adopted from their textbook and introspective intelligence items extracted from the Multiple Intelligences (MI) questionnaire. The data were inserted into SPSS software version 24 and analyzed descriptively and inferentially. The findings indicated a positive relationship between introspective intelligence and female students' speaking, however, no relationship was found between introspective intelligence and males' speaking. Also, the difference in introspective intelligence was observed more among the female students whose introspective intelligence has an impact on their speaking performance. The findings of this study have important implications for language teaching and learning. The study hallowed usty to look differently at instruction, curriculum, and assessment.