The Effect of Using NLP Techniques on Writing Ability of EFL Learners
Keywords:Neuro-Linguistic Programming (NLP), Writing Ability, English Foreign Language Learners
Neuro-Linguistic Programming (NLP) has the potential to help language learners; however, it has received scant attention. Collingwood (2001), NLP is a technique to investigate the relationship between how our mind works (Neuro) , how we communicant verbally and nonverbally (linguistic), and our patterns of behavior and feeling(program). The present study was an attempt to investigate the effect of NLP techniques on the writing ability of English as a Foreign Language. To achieve this goal, two intact classes of students were selected to form an experimental group (n=15) and a control group (n=15). A writing ability pretest (based on the course content) was given to all participants. The participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their writing. In the control group, the conventional approach to teach was used. Comparing the results the posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on writing ability EFL learners. Therefore, NLP can improve writing ability by improving various processes such as communication and information processing. It can be used by teachers, trainers and syllabus design.
Alroudhan. H. E. (2018). The Effect of Neuro-linguistic Programming Coaching o Learning English, International Journal of Applied Linguistics & English Literature, 7(4) 184-90.
Bagheri, M., & Ghaedsharifi, M. (2011). Effects of audiovisual, audio, and visual presentations on IEFL learners writing ability. International Journal of English Linguistic. 2(2) 103-116.
Blackerby, D. A. (1996). Rediscover the joy of learning. Oklahoma City, OK: Success Skills.
Carey,F., Churches,E., Hutchinson,d.,Jones,F., Tosey, F. (2010). Neuro-Linguistic Programming and Learning: Teacher Case Studies on the Impact of NLP in Education, United Kingdom (England)
Carroll, M. (2010). What is NLP? An insight into the background of NLP.Retrieved April, 12,2014, from http://www.nlpacademy.co.uk/articles/view/what_is_nlp/
Chastain, k. (1988). Developing Second Language Skills: Theory and Practice. Michigan: Harcourt Brace Jovanovich
Farahani. F. (2018). The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses, International Journal of Education & Literacy Studies, 6(1) 79-85
Hamidi, S., and Okasa, M. (2014). Using strategic writing techniques for promoting EFL writing skills and attitude . Journal of Language Teaching and Research, 5 , 674-681.
Jafari.S.S(2013). Motivated Learners and Their Success in Learning a Second Language, Theory and Practice in Language Studies, Vol. 3, No. 10, pp. 1913-1918
Katz, L.S. (2013). Experimental writing: neuro-linguistic programming techniques in innovative writing. MA by research thesis.University of Bedfordshire
KhalandiCh and Zoghi.R( 2017). The Effect of NLP (Accelerated Learning) on Iranian EFL Learner’s Listening Comprehension , Theory and Practice in Language Studies, Vol. 7, No. 11, pp. 1139-1148.
Mohammadi, Z., Izadpanah, A. (2018). The Effect of Emotional Intelligence and Gender on Writing Proficiency of Iranian EFL Learners, Journal of Language Teaching and Research, 9, (1): 164-174,
Moharamkhani, A., Karimi,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) 27-37
Ostch, W. (2000).Frage-Techniken des NLP. In NLP.at - Das NLP lexicon Retrieved March 27, 2007, from http://www.nlp.at/lexikon_neu/show.php3?input=161.
Pourbahreini. F.,(2015). Grammatical Knowledge of Iranian EFL Learners at Intermediate Level, English for Specific Purposes World, 44(16) 1-17
Rasyid. M. A. (2015). Interpersonal Communication that Inspires in EFL Teaching, ELT Worldwide, 2(2) 34-45
Richards, J. C. and Renandya, W. A. (2002).Methodology in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., and Rodgers, T. S. (1986). Approaches and methods in language teaching: a description and analysis. Cambridge: Cambridge University Press.
Rosenberg, M. (2000).NLP strategies for the English classroom, [unpublished handout].WirtschafsforderungsinstitutSteiermanrk.
Toesy, P. and Mathison, J. (2003).Neuro-linguistic programming: its potential for learning and teaching in formal education. Department of Educational Studies, University of Surrey
Tosey, P. (2008). It’s a living thing: A Neuro- Linguistic Programming perspective on essay Writing. Humanising Language Teaching, 10 (5)36-44.
Tuan. L.T. (2008). EFL Learners’ Learning Styles and Their Attributes, Oxford: Oxford University Press.
West-Burnham, J. (2010). Neuro-linguistic programming and learning: teacher case studies on the impact of NLP in education.
Witkowski, T.(2010). Thirty-Five Years of Research on Neuro-Linguistic Programming. NLP Research Data Base. State of the Art or Pseudoscientific Decoration?, Polish Psychological Bulletin, 41(2) 58-66