The Understanding of Gardner's Multiple Intelligences Theory through University Students' English Language Achievement and Mathematics Performance

English is a widely used international language while mathematics is a universal language and being utilized in daily life. English language and mathematics appeared as two totally distinct categories, despite the fact that both are intended to be languages. In this study, we investigated whether basic science students' success in English language and mathematics courses at Payame Noor University would be related. The participants' final General English and General Math ۱ grades served as the performance standards for this study. The relationship between students' performance in General English and General Math ۱ was examined using Pearson Correlation. The findings showed a meaningful link between them (p< ۰.۰۱). Additionally, independent samples tests showed a significant gender difference in English language and math proficiency (p< ۰.۰۱). According to Gardner's Multiple Intelligences Theory, even if a few intelligences are separate tools, they each make a unique contribution in each situation where a task is completed. There appears to be a connection between linguistic intelligence and logical-mathematical intelligence. In order to improve students' performance, it is suggested that language stakeholders pay attention to all multiple intelligences throughout teaching and learning phases.