Neuro-linguistic Programming in the English Classroom: Perceptions and Applications Among Teachers
DOI:
https://doi.org/10.29408/veles.v7i2.22549Keywords:
Neuro-Linguistic Programming, NLP, English learning, Perception, English Teacher.Abstract
This study investigates the perceptions and practices of Neuro-Linguistic Programming (NLP) techniques among English as a Foreign Language (EFL) teachers, exploring their impact on communication skills and subject comprehension. The research focuses on eight key factors within NLP: flexibility, anchoring, elicitation, modeling, individual differences, leadership, building a relationship, and emotional and cognitive boosters. A sample of 20 EFL teachers in Medan, Indonesia, participated in this descriptive qualitative study, responding to a survey questionnaire adapted from previous research. The findings highlight a consensus among educators, showcasing their recognition of NLP's applicability and effectiveness across these factors. Teachers exhibit a strong commitment to student-centered pedagogy, emphasizing personalized interaction and visual learning experiences through board-based teaching methods. While the study acknowledges certain limitations, such as a small sample size and reliance on self-reported perceptions, it provides valuable insights for further research. Future studies can expand on these findings to explore NLP's influence on student outcomes and address potential implementation challenges.
References
Alroudhan, H. E. (2018). The effect of neuro-linguistic programming coaching on learning English. International Journal of Applied Linguistics and English Literature, 7(4), 184–190. https://doi.org/10.7575/aiac.ijalel.v.7n.4p.184
Bandler, R. and Grinder, J. (1975a) The structure of magic I: A book about language and therapy. Science and Behaviour Books.
Burstein, J., Shore, J., Sabatini, J., Moulder, B., Lentini, J., Biggers, K., & Holtzman, S. (2014). From teacher professional development to the classroom: How NLP technology can enhance teachers’ linguistic awareness to support curriculum development for English language learners. Journal of Educational Computing Research, 51(1), 119-144. https://doi.org/10.2190/EC.51.1.f
Bonfield, C., Salter, M., Longmuir, A., Benson, M. D., & Adachi, C. (2020). Transformation or evolution? Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223–246. https://doi.org/10.1080/23752696.2020.1816847
De Lurdes Martins, M. (2015). How to effectively integrate technology in the foreign language classroom for learning and collaboration. Procedia - Social and Behavioral Sciences, 174, 77–84. https://doi.org/10.1016/j.sbspro.2015.01.629
El-Ashry, M. M. (2021). The importance of neuro linguistic programming skills as a communication tool in the workplace. Zenodo (CERN European Organization for Nuclear Research). https://doi.org/10.5281/zenodo.7479557
Espinales, A. N. V., and Moreno, J. A. V. (2021). Neuro-linguistic programming in the teaching-learning process of English as a foreign language. PalArchs J. Archaeol. Egypt Egyptol. 18, 5566–5576.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). Mc Graw HIll.
Ilyas, M. (2017). Finding relationships between acquisition of basic skills and neuro-linguistic programming techniques. Journal of Literature, Languages and Linguistics, 34, 22-26.
Javadi, Y., & Asl, S.A. (2020). Neuro-linguistic programming, teacher’s identity, and teachers’ effectiveness. Journal of Language Teaching and Research, 11, 389-398.
Keezhatta, M. S. (2019). The impact of neuro-linguistic programming on English language teaching: Perceptions of NLP-trained English teachers. International Journal of English Linguistics, 9(6), 454. https://doi.org/10.5539/ijel.v9n6p454
Lashkarian, A., & Sayadian, S. (2015). The effect of Neuro Linguistic Programming (NLP) techniques on young Iranian EFL learners’ motivation, learning improvement, and on teacher’s success. Procedia - Social and Behavioral Sciences, 199, 510–516. https://doi.org/10.1016/j.sbspro.2015.07.540
Moharamkhani, A., Karim, L., & Ahmadi, S. D. (2016). The impact of Neuro Linguistic Programming (NLP) on EFL learners’ vocabulary achievement. IOSR Journal of Humanities and Social Science, 21(11), https://doi.org/10.9790/0837-2111112737
Nazim, H., and Yousaf, M. (2021). Neuro-linguistic programming: A corpus-based critical analysis of motivational speeches. CORPORAL J. Corpus Ling. 4, 45–59.
Pishghadam, R., & Shayesteh, S. (2014). Neuro-linguistic Programming (NLP) for language teachers: Revalidation of an NLP scale. Theory and Practice in Language Studies, 4(10). https://doi.org/10.4304/tpls.4.10.2096-2104
Tarnopolsky, O. B. (2016). NLP, suggest ology and stage-acting in teaching English as a second/foreign language. Innovative Solutions in Modern Science, 1(1), 1-11.
Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How reliable are measurement scales? External factors with indirect influence on reliability estimators. Procedia Economics and Finance, 20, 679–686.
Zhang, X., Davarpanah, N., & Izadpanah, S. (2023). The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.888797
Downloads
Additional Files
Published
Issue
Section
License
Authors who publish with the VELES Journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
VELES Journal is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
