The Impact of Neurolinguistic Programming on EFL Teachers Reflective Teaching

Hamid Marashi*, Marzieh Abedi**
* Associate Professor of Applied Linguistics, Islamic Azad University, Central Tehran, Iran.
** MA in TEFL, Islamic Azad University, Central Tehran, Iran.
Periodicity:July - September'2017
DOI : https://doi.org/10.26634/jelt.7.3.13589

Abstract

The aim of this study was to investigate the effect of using Neuro-Linguistic Programming (NLP) techniques on English as a Foreign Language (EFL) teachers' reflective teaching. In order to do this, 30 Iranian female EFL teachers were selected. The group filled out a reflective teaching questionnaire as the pretest at the outset of the study and subsequently attended an NLP workshop. Following the end of the workshop, the teachers went back to their routine teaching program for 20 sessions and the researchers administered the same reflective teaching questionnaire as the posttest to the 30 teachers after those 20 sessions. In order to test the null hypothesis, that is to check any significant difference in the degree of the reflective teaching of the group prior to and after the treatment, a paired samples t-test was conducted. The results showed that there was a significant difference between the scores of the group at the pretest and posttest level (t=-6.976, p=0.001<0.05) meaning that NLP does significantly improve EFL teachers' reflective teaching.

Keywords

ELT, Neuro-Linguistic Programming, Reflective Teaching

How to Cite this Article?

Marashi, H., and Abedi, M. (2017). The Impact of Neurolinguistic Programming on EFL Teachers Reflective Teaching. i-manager’s Journal on English Language Teaching, 7(3), 22-28. https://doi.org/10.26634/jelt.7.3.13589

References

[1]. Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.
[2]. Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 38(2), 211-227.
[3]. Ako, W. W. (2012). Becoming a reflective practitioner: Teaching development. Hamilton, New Zealand: University of Waikato.
[4]. Antic, Z. (2006). Neuro-linguistic programming: The link between medicine (neurology) and language teaching. Medicine and Biology, 13(2), 123-126.
[5]. Bostic St. Clair, C., & Grinder, J. (2001). Whispering in the wind. Scotts Valley, CA: J & C Enterprises.
[6]. Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2 ed.). Hillsdale, NJ: LEA.
[7]. Dewey, J. (1933). How we think: A re-statement of the relation of Reflective Thinking to the Education Process. New York: D.C. Heath.
[8]. Freeman, D., & Richards, J. C. (1996). Teacher Learning in Language Teaching. New York: Cambridge University Press.
[9]. Gordon, D., & Dawes, G. (2005). Expanding your world: Modelling the structure of experience. London: Nicholas Brealey Publishing.
[10]. Hardingham, A. (1998). Psychology for Trainers. Wiltshire, UK: Cromwell.
[11]. Legall, J., & Dondon, P. (2006). Neuro-Linguistic Programming: A personal development tool applied to the pedagogy and to the improvement of teachers/ students relations. Paper presented at the 5 WSEAS International Conference on Education and Educational Technology. Glasgow, UK.
[12]. McWhirter, J. (1992). Sensory Systems Training Manual. Glasgow, UK: Sensory Systems.
[13]. Millroad, R. (2004). The role of NLP in teachers' classroom discourse. ELT Journal, 58(1), 28-37.
[14]. Moon, J. (2004). Reflection in Learning and Professional Development. London: Routledge.
[15]. Pishghadam, R., Shapoori, M., & Shayesteh, S. (2011). NLP and its relationship with teacher success, gender, teaching experience and degree: A comparative study. World Journal of English Language, 1(2), 2-8.
[16]. Pishghadam, R., Shayesteh, S., & Shapoori, M. (2011). Validation of an NLP scale and its relationship with teacher success in high schools. Journal of Language Teaching and Research, 2(4), 909-917.
[17]. Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.
[18]. Richards, J. C. (1998). Beyond Training. Cambridge: Cambridge University Press.
[19]. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching. New York: Cambridge University Press.
[20]. Schon, D. A. (1996). Educating the Reflective Practitioner: Towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
[21]. Shrum, J. L., & Glisan, E. W. (2000). Teacher's Handbook: Contextualized Language Instruction (2 ed). Boston, MA: Heinle.
[22]. Smart, J. (2006). Buying NLP Cards. Richmond, TX: Wordsalad.
[23]. Stanley, C. (1998). A framework for teacher reflectivity. TESOL Quarterly, 32(3), 584-591.
[24]. Thornbury, S. (2001). The unbearable lightness of EFL. ELT Journal, 55(4), 391-402.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.