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This study aimed to find out whether the 4th -grade pupils 'EFL textbook \"Connect 4\" as TEFL materials reflected the quality criteria and learning outcomes set out viathe Egyptian Ministry of Education and Technical Education. The study adopted the descriptive qualitative design by analyzing the content of the textbook under the quality criteria and the EFL learning outcomes. The instruments were a quality criteria checklist, a learning outcomes checklist, and a questionnaire for EFL teachers. The results indicated that the EFL \"Connect 4\" textbook has strengths and weaknesses. It can be used in the teaching and learning processes but it needed a lot of improvements. This textbook reflected some quality criteria and implemented characteristics of a good EFL textbook covering the availability of materials based on subjects, skills and layout. Pupils identified two problems with the instructions and the songs in the textbook. EFL Teachers identified four more problems with the teacher's book, the number of vocabulary items, the number of units, and the presentation of the language items.

The current study aimed at developing Al-Azhar model primary institute pupils' EFL linguistic competence and their metalinguistic awareness via the multiple intelligences theory. The quasi-experimental design was adopted in the study. Forty EFL pupils enrolled in the sixth year of Al-Safwa model primary institute in Zagazig, Egypt during the first semester of the academic year 2023/2024 were selected to be the participants of the study. They were specified equally into two groups, experimental and control. The experimental group was taught using the multiple intelligences theory, whereas the control one received regular instruction. Data were collected through an EFL linguistic competence test, and an EFL metalinguistic awareness scale designed by the researcher. These instruments were pre-and post-administrated to both groups. The results revealed that a) the experimental group pupils outperformed the control group ones in the post-administrations of both the EFL linguistic competence test and a metalinguistic awareness scale, b) the experimental group did significantly better in the post-administrations of the EFL linguistic competence test and an EFL metalinguistic awareness scale than in the pre-administrations, and c) the effect size of the theory was found to be high and positive. Consequently, it is recommended to use the multiple intelligences theory to promote EFL linguistic competence and EFL metalinguistic awareness.