the effects of nlp techniques on iranian undergraduate efl learners’ efficacy,self‐concept and academic achievement

This study sought to examine the effects of neuro-linguistic programming (nlp) techniques on self-efficacy, self-concept, and academic achievement of iranian undergraduate efl learners. to this end, a total number of 48 iranian efl learners were randomly selected. they were divided into experimental and control groups, with 25 and 23 participants in each group, respectively. the teacher was asked to apply the techniques in her classrooms. in this study, there were three main nlp techniques used as an intervention aimed at creating rapport, reframing, and anchoring. all three interventions were carried out in sequence on the same day. the self-efficacy was assessed on the basis of a related questionnaire administered to the students in both groups. in order to see whether nlp techniques had a significant effect on the learners’ self-concept, the self-concept questionnaire (scq) of rani rastogi (2010) was administered to the two groups before and after the teaching sessions. moreover, the self-efficacy questionnaire (seq) was used to analyze and explore the attitudes, expectations, and backgrounds of students classified according to their academic performance or program. the results revealed that iranian undergraduate efl learners not only benefited from nlp techniques but showed a considerable improvement in their self-concept and academic achievement. taking the results into consideration, further scientific pieces of research about the various possible uses of nlp in efl learning were recommended.

The Effects of NLP Techniques on Iranian Undergraduate EFL Learners’ Efficacy,Self‐Concept and Academic Achievement

This study sought to examine the effects of Neuro-Linguistic Programming (NLP) techniques on self-efficacy, self-concept, and academic achievement of Iranian undergraduate EFL learners. To this end, a total number of 48 Iranian EFL learners were randomly selected. They were divided into experimental and control groups, with 25 and 23 participants in each group, respectively. The teacher was asked to apply the techniques in her classrooms. In this study, there were three main NLP techniques used as an intervention aimed at creating rapport, reframing, and anchoring. All three interventions were carried out in sequence on the same day. The Self-Efficacy was assessed on the basis of a related questionnaire administered to the students in both groups. In order to see whether NLP techniques had a significant effect on the learners’ self-concept, the Self-Concept Questionnaire (SCQ) of Rani Rastogi (2010) was administered to the two groups before and after the teaching sessions. Moreover, the Self-Efficacy Questionnaire (SEQ) was used to analyze and explore the attitudes, expectations, and backgrounds of students classified according to their academic performance or program. The results revealed that Iranian undergraduate EFL learners not only benefited from NLP techniques but showed a considerable improvement in their self-concept and academic achievement. Taking the results into consideration, further scientific pieces of research about the various possible uses of NLP in EFL learning were recommended.