Learning a second language (L2) is a long and complicated undertaking. “Your whole person is affected as you struggle to move beyond the confines of your first language, a new culture, a new way of thinking, feeling, and acting” (Brown, 2007, p. 1). “Success in L2 learning depends on a variety of factors, such as methodology, the L2 teacher, textbooks, and the individual characteristics of L2 learners” (Schmitt, 2002, p. 161). As a matter of fact, the type of methodology depends on the types of learning that each L2 learner can learn best. In traditional classrooms, L2 teachers stand in front of the L2 students, give a lecture, write something on the board, and ask the L2 students some questions about the points written on the board or wait for the L2 students to finish the 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 & Caffarilla, 1992; Sternberg, 1997). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an Original Essay As mentioned above, L2 teachers around the world try variety of methods to keep their L2 students' morale high in L2 classrooms and motivate them to learn better. Critical thinking is undoubtedly known as a method that can make L2 learners think creatively and helps L2 teachers provide L2 learners with appropriate activities that lead to developing their judgment, evaluation and resolution skills. of problems. Students not only learn, but are also intrigued by the information they receive (Harpaz, 2007). Indeed, all scholars, employers, and society believe that critical thinking must be developed (Brookfield, 1987; Davis & Botkin, 1995; Halpern, 1993; Kerka, 1992; Sternberg, 1985). Arum and Roska (2011) indicated that developing L2 learners' ability to be critical thinkers is an essential goal of education. According to Brookfield (1987), to survive in the information age, scholars and employers have concluded that people should ask questions, create new approaches to solving problems, connect new knowledge with information currently accessible to individuals, and use their knowledge and ability to reason through new situations. Furthermore, the importance of critical thinking is evident for both L2 teachers and L2 learners. In reality, critical thinking is a matter of both. Critical thinking is a positive aspect for L2 learner success; therefore, critical thinking can be expressed in the sense that the lack of critical thinking skills as a necessary skill in education could cause a mismatch between what L2 learners acquire and what L2 teachers need (Yuksel & Alc , 2012). L2 learners need to improve their speaking skills to ensure effective communication. They usually appreciate their ability to speak at first sight. It is often considered a challenging and stressful activity to teach and learn. Although speaking is an important skill, it is often overlooked (Thornbury, 2007). According to L2 scholars, the key part of an EFL course is speaking skills. For most people, the ability to speak L2 is associated with L2 learning because speech is the fundamental medium for human communication (Folse, 2006). Many L2 learners take L2 courses to further their speaking ability as technology improves andneed for interaction in the community. (Malmir & Shoorcheh, 2012). In fact, speaking skills among L2 learners can be substantially enhanced by applying and conducting critical thinking skills. L2 speakers try to be dynamic in speaking skills and in difficult circumstances, they try to understand and make a decision (Malmir & Shoorcheh, 2012). Feedback from critical thinkers can be very helpful for L2 learners to better understand and make connections between different opinions, to conclude and ultimately 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. Furthermore, Gardner (2004) describes three distinct uses of intelligence including no one has exactly the same intelligence profile, the way a person performs a task is completely different, and multiple intelligence is a property of all individuals. As indicated by Armstrong (1994), multiple intelligence is a gateway to an incredible number of teaching strategies that can be effectively applied in the L2 classroom. Furthermore, multiple intelligence helps L2 educators utilize 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 concern the fact that at least one intelligence is strengthened in each person, while the other intelligence is weaker, which can cause distress. Chapman (1993) also states that each person's weaknesses can be strengthened with practice. Gardner (1983) in fact proposes eight different levels of intelligence to take into account a wider range of human potential in children and adults. These intelligences are1. Verbal-linguistic intelligence: “The ability to use language in special and creative ways, which is something that lawyers, writers, editors, and interpreters are strong at. This intelligence will help L2 learners be more effective in communication” (Smith, 2002, 2008, p. 4). Indeed, L2 learning activities for this type of intelligence could be lectures, L2 learner talk, storytelling, diary keeping, and small or large group discussions (Richards & 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 & Rodgers, 2014, p. 231). “This intelligence is the ability to analyze, solve problems logically, conduct mathematical operations, and investigate problems scientifically” (Smith, 2002, 2008, P. 4). L2 learning activities considered efficient are sequential logic 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). Furthermore, musical intelligence is said to have a good ear for music, as it is strong in singers and composers; therefore, appropriate L2 activities for those who would like to learn languages ​​are group singing, playing live music, guitar or piano, and student-made instruments (Richards & Rodgers, 2014).4. Bodily-Kinesthetic Intelligence: Bodily-kinesthetic learning style refers to a person's ability to physically process data through creation, hand and body control, and articulation.,, 2014).