ScienceDirect The effect of Neuro Linguistic Programming (NLP) techniques on young Iranian EFL Learners' motivation, learning improvement, and on teacher's success Peer-review under responsibility of Hacettepe Universitesi (original) (raw)
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Procedia - Social and Behavioral Sciences, 2015
Neuro-linguistic programming (NLP) techniques can help EFL learners become successful by increasing their motivation, by decreasing their anxiety leading to learning improvement. But much research has shown a poor understanding of NLP, and suffers from methodological problems as well. The main objectives of this study were to investigate the effect of NLP techniques on young Iranian EFL learners' level of motivation, learning improvement and teacher's success. Sixty students from a junior school in Iran were randomly assigned to two groups of thirty each. The experimental group was taught from the prescribed text aided by NLP techniques. The control group received no treatment. In order to see whether NLP techniques had a significant effect on the learners' motivation, an Attitude/Motivation questionnaire was administered to the two groups before and at the end of teaching sessions that lasted for twelve weeks, in the form of a pre-test and a post test. The learning improvement was assessed on the basis of the related tasks administered to the students in both groups. Moreover, a questionnaire was administered to the teacher(s) in the form of an interview to see whether the application of NLP techniques was an added criterion to the teacher's success. The results of the independent samples t-test and content analysis indicated that the young Iranian EFL learners of English not only increased on their motivation level as a result of receiving NLP techniques, but showed a considerable improvement in EFL proficiency. Furthermore, NLP techniques contributed positively to teacher's success. The results emphasized the importance of NLP techniques in EFL settings by enabling the teacher to communicate better with students, strengthen the learning environment, and develop positive interaction that would increase academic effectiveness, motivation and proficiency of learners.
Language Teaching Research Quarterly
The present study is an attempt to examine the applicability of NLP techniques in English Language Teaching (ELT), an under-investigated topic in the literature on EFL contexts. The researcher also attempts to examine the extent to which Iranian EFL instructors in language schools implement NLP techniques in their classrooms. In an effort to achieve the research aims, a sixteen-hour NLP training workshop for 20 conveniently chosen inservice EFL instructors was designed and held by the author. The workshop aimed at helping the participants to achieve a working knowledge of the concept of NLP. Prior to conducting the workshop, in order to gain a better understanding of the participants’ needs and the benefits of the implementation of the training program in teachers’ instructional practices, 60 class sessions of the 20 teachers were observed using a researcher-made observation checklist. To identify any changes in the teachers’ pedagogical skills and to assess any perceived learning o...
International Research Journal of Education and Innovation
The study is applied in the Ghazi University Dera Ghazi Khan Punjab, Pakistan. The research included 42 learners. Quantitative analysis was being used to perform the study of randomly selected groups. The learners were separated into experimental groups and control groups. The researcher used NLP concepts and techniques to detect the achievement of the learners in the experimental group after a few weeks of assessing the course, all classes were given pre-test and post-test. The data was compiled using a questionnaire. The result of the study indicated that learners who were instructed by the programming approach of neurolinguistics were better than those taught by the approach of regular teachers. The method of Neurolinguistics programming’s suggested to English teachers to improve the interest of their students in speaking comprehension.
The Effect of NLP (Accelerated Learning) on Iranian EFL Learner’s Listening Comprehension
Theory and Practice in Language Studies, 2017
the present study was an attempt to investigate the impact of Neuro-Linguistic Programming (NLP) strategies and specifically Accelerated Learning on Iranian EFL learner's listening comprehension and detailed listening. To fulfill the purpose of this study, a total number of 30 Iranian EFL learners studying as Cambridge ESOL KET students were selected through stratified sampling procedure. They were divided in two control and experimental groups with 10 and 20 learners in each group respectively. Each group took a VAK questionnaire, a pre-test and a treatment process of 12 sessions and a posttest. In the experimental group the teacher conducted a set of short videos and mixed methods based on Accelerated Learning as one of neuro linguistic programming techniques. In control group a set of limited short videos conducted. On the last session, the participants of both groups took a post-test to measure their achievement of listening comprehension and detailed listening. This research suggests that accelerated learning is much more dynamic and has a significant effect on listening comprehension, detailed listening and, different learning styles, which hypothesizes that all VAK learner's language processing follow one another in a strictly accelerated manner. Statistically, the effect of accelerated learning on visual, auditory and kinesthetic learner's listening comprehension is 87, 93 and 85 percent respectively. Index Terms-accelerated learning, listening, NLP, VAK I. INTRODUCTION Pedagogical researches have shown that the perception of information according to the manner and pace of understanding, and learning conditions differs from person to person. Therefore, it is essential for teachers to attempt to find effective ways to teach their students and come up with some practical learning strategies for their English/language classes in order to place a priority on the learning preferences of their learners (Carbo, 1981). Neuro-Linguistic Programming (NLP) was developed at the University of California at Santa Cruz in 1970's. Richard Bandler, and John Grinder were the founders and principal authors. Applying NLP techniques to Language learning processes facilitates exerting an influence on the learners mind through the use of language and other means of communication and consequently, enables learners to rearrange mentally the way the brain reacts to a stimulus, and works towards a change for the better as well as novel behavior patterns. (Tosey-2003). Dr. Richard Bandler came up with the term "Neuro-Linguistic Programming" in the 1970s. The definition of "Neuro-Linguistic Programming" (NLP) by Dr. Richard Bandler appears in the Oxford English Dictionary (Bruce; Pignotti, Monica, 2015). He defines it as: "Neuro-Linguistic Programming is a technique of communication between people. Specifically, it's related to the connection between successful models of behaviour and personal experiences underlying them; it's a system of alternative activities to train people to be self-aware, improve their communication skills effectively, and work on their patterns of mental as well as emotional behavior "(Hastings, 2009). Many language teachers have been using NLP and it's techniques for many years unconsciously. Since the discovery of NLP, a lot of new teaching methods which follow the NLP guidelines have been adopted, such as some elements of drama, music, and body language that are now being applied to second language teaching globally (Bergen & Soper, 1997). Pedagogical roots of NLP indicate the human brain's performance as well as the manner in which it engages in self-improvement. Such activities are attributable to Left-hand side brain that, along with visual-auditory-kinesthetic learning style, multiple intelligence (Gardner, 1991), and other fields of study investigate not only teaching models employed by teachers, but also learning tastes of each individual learner (Alan Chapman, 2017). Many descriptive and experimental studies have investigated NLP in second language teaching to demonstrate how it can work towards a change for the more remarkable achievements in the area of education specifically, when teachers are involved in helping their learners with second language acquisition (Lankton, 1979). Hill (1973, as cited in Bandler and Grinder, 1982) is considered a pioneer in evaluation of an individual's modes of behavior when he/she looks for meaning. He introduced sensory channels as a means of processing an individual's abilities. According to him, visual, auditory and kinesthetic channels are among the most important sensory channels. Employing all three modalities involves cognitive maturity. Traditional approaches to teaching languages such as audio
The Role of Neuro-Linguistic Programming in Improving EFL Reading Comprehension, 2018
This study examines the influence of Neuro-linguistic programming (NLP) principles and techniques to enhanceEnglish language learners in reading comprehension at the university level in Basra. The study is applied in the University of Basra;125 students participated in the study. The students were divided into two groups; control and experimental groups. The research is comprised of a pre and post-tests used for both groups to detect the students' achievement in the experimental group after taking a two months reading comprehension course using NLP principles and techniques.The control group, on the other hand, was taught using traditional lessons.A paired-sample t-test for the experimental and control groups showed that teaching reading comprehension using NLP techniques has a significant positive effect on the experimental group as compared with the control group. These findings proved that using NLP principles and techniques in EFL teaching might help teachersteach reading comprehension more efficiently to EFL learners at the university level in Iraq. Taking these results into consideration, further scientific research about the various possible uses of NLP in EFL learning is recommended.
Scholars international journal of linguistics and literature, 2022
The present study discusses Neuro Linguistic Programming (NLP) in terms of enhancement of communication skills of the language learners. Communication skills are in high demand because multinational companies require a candidate with good communication skills. So, It is the need of hour for teaching fraternity to improve the communication skills of the language learners by identifying new strategies and techniques. NLP is now gaining momentum in enhancing the communication skills of the learners. NLP is defined as an art of communication and contributes positively in language learning. It is also an important and unavoidable part of the learning process to achieve the needs of the learner. NLP is found to help the students to develop their communication skills with confidence and viewed as contributing tool to the development of human communication and behaviour. Besides, it increases the communication skills of the employees, motivation, success. Many authors also cited that NLP offers the desired result. Hence the present article felt the need of analytical discussion on NLP in terms of the enhancement of communication of the language learners.
Research-based Implications for the Enhancement of the EFL Teaching/Learning
This paper reports a number of crucial implications for the profession of teaching and learning English as a Foreign Language (EFL). Based on his career as an EFL teacher educator the author presents, in brief ,the conclusions derived from six quasi-experimental researches conducted on the effects of some psycholinguistic variables (i.e. brain-hemisphericity; personality type; leaning style; learning strategies; and multiple intelligences) on teacher and /or student performance, Language materials development, learning style-stretch, and language self-efficacy.
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This study explores the prospective teacher educators’ awareness towards the key components of Neuro Linguistic Programming (NLP). NLP is “the study of the structure of the subjective experience”. it is ‘individual difference’ that differentiates the students in their academic achievement. The learning style survey recognizes the idea of an individual’s learning tendencies. Thus the knowledge on identification of ‘individual difference’ among the students is required for a teacher. It is suggested for school administers to use NLP in schools for ‘establishing rapport’ with students, staff, and the community. If teacher educators learn to establish and maintain rapport with students, they could make their academic career victorious. ‘Emotional and cognitive boosters’ is to bring an emotional environment to evoke the learners engagement. NLP view is that it is better to develop ‘flexibility’ to learn through several different strategies, rather than rigidly using one. Elicitation, by ...
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