Neuro-linguistic Programming in the English Classroom: Perceptions and Applications Among Teachers

Authors

  • Siti Aisyah Ginting Universitas Negeri Medan
  • Rita Hartati

DOI:

https://doi.org/10.29408/veles.v7i2.22549

Keywords:

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.

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Published

2023-10-30

How to Cite

Ginting, S. A., & Hartati, R. (2023). Neuro-linguistic Programming in the English Classroom: Perceptions and Applications Among Teachers. Voices of English Language Education Society, 7(2), 355–363. https://doi.org/10.29408/veles.v7i2.22549