Impact of Neuro-linguistic Programming (NLP) on EFL Learners' Writing Achievement and Critical Thinking
محورهای موضوعی : Journal of Teaching English Language Studies
Hadi Salehi
1
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
Sara Karimi
2
(English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran)
کلید واژه: critical thinking, writing achievement, Neuro-linguistic programming (NLP),
چکیده مقاله :
This study was an attempt to find out the impact of Neuro-linguistic programming (NLP) on EFL learners' writing achievement and critical thinking. To fulfill the purpose of this study, 60 EFL learners of institute in Shahinshahr were selected from among a total number of 100 learners based on their performance on the Preliminary English Test (PET). After homogenizing, they filled out the critical questionnaire developed by Honey (2000) and then they were non-randomly divided into two groups, experimental and control, each consisting of thirty EFL learners. Experimental group members were instructed based on NLP and their instruction was based on five senses (sight, hearing, touch, smell, and taste). The control group members had a routine teaching process in which no NLP methods was imposed in this group. Both groups were female and their age range was between 15-20 years old. After 16 sessions, writing posttest and critical thinking questionnaire were given to two groups to evaluate whether there is any significant difference between these two groups or not. The design of the current study was quasi-experimental posttest only design. The obtained data were analyzed both descriptively and inferentially. For descriptive statistics, mean and standard deviation were obtained and the type of the test applied for this study was independent sample t-test. The statistical analyses revealed that there was significant statistical difference between the two groups’ mean scores on the writing posttest, while there was no significant statistical difference between the two groups’ mean scores on the critical thinking posttest. As a result, it can be argued that NLP had significant impact on learners’ writing skill, but NLP had no significant impact on learners’ critical thinking level.
Alamdar, F.S., & Karbalaei, A. (2015). The relationship between Neuro-linguistic Programming and anxiety and self-esteem among Iranian Intermediate EFL Learners. International Journal of Educational Investigations.Vol.2, No.8: 108-130.
Alexander M. (2008). Good writing leads to good testing. Retrieved from Http://www.stickyminds.com/sitewide.asp?ObjectId=3391&Function=edetail&ObjectType=ART on March 26 2012.
Al-Fadhli, S., & Khalfan, A. (2009). Developing critical thinking in e-learning environment: Kuwait University as a case study. Assessment & evaluation in higher education, 34 (5), 529-536.
Al-Hazmi, S. (2006). Writing and reflection: Perceptions of Arab EFL learners. System, 40, 170-193.
Antic, Z. (2006). Neuro-linguistic programming: The link between medicine (neurology) and language teaching. Medicine and biology, 13(2), 123-126
Bandler, R., &Grinder, J. (1970). Frogs into princes: Neuro-linguistic programming. Moab, UT: Real People Press.
Brown, H. D. (2000). Principles of language learning and teaching (4th Ed.). New York: Addison Wesley Longman.
Carey, J. & Churches, R. &Huchinson, G. & Jones, J. &Tosey, P. (2010). Neuro-linguistic programming and learning: Teacher case studies on the impact of NLP in education. Retrieved June 7, 2014 from the World Wide Web: http://cdn.cfbt.com/~/media/cfbtcorporate/files/research/2010/r-neuro-linguistic programming-and-learning-full-2010.pdf
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/
Chiu, Y. (2009). Facilitating Asian Students' Critical Thinking in Online Discussions. British Journal of Educational Technology, 40(1), 42-57.
Davidson, C. (2007). Independent writing in current approaches to writing instruction: What have we overlooked?' English Teaching: Practice and Critique, [e-journal] 6 (1), pp. 11-24. Available through: London Metropolitan University Library website http://catalogue.londonmet.ac.uk [Accessed 4 March 2014].
Dewey, J. (1933). How we think: a restatement of the relation of reflective thinking and the educational process. New York: D.C Heath.
Dornyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. NJ: Lawrence Erlbaum Associates.
Falk, J. S. (1978). Linguistics and language: A survey of basic concepts and implications. Virginia: John Willey & sons.
Gelder, T. (2005). Teaching Critical Thinking: Some Lessons from Cognitive Science. College Teaching, 53 (1), 41-48.
Hale, S. (2008). A critical analysis of Richard Paul’s Substantive Tran-disciplinary conception of critical thinking. Unpublished doctoral dissertation, Union University of Cincinnati, Ohio.
Harmer, J. (2007). How to teach for exam. (3rd ed) Pearson Education Limited.
Honey, P. (2000). Critical thinking questionnaire. Retrieved October 8, 2009, from Peter Honey Learning Website: http:// www.Peter Honey Publications.com
Hosseinzadeh, E., & Baradaran, A. (2015). The relationship between English Language Teachers’ autonomy and their Neuro-linguistic Programmin. English Language Teaching; Canadian Center of Science and Education,8(7),24-38.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Khabiri, M. &Farahani, F. (2014). The comparative effect of Neuro-linguistic programming (NLP), critical thinking, and a combination of both on EFL learners' reading comprehension and vocabulary retention. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 7 (4), 90-111.
Khansir, A.A. (2012). The Role of Process and Product Approaches to the Teaching of Writing. Language in India, 12 (7), 280-295.
Kroll, B., (2003). Exploring the Dynamics of Second Language Writing, ed. Cambridge: Cambridge University Press.
Marashi, H., & Jafari, R. (2012). The Comparative Effect of Using Critical Thinking, Constructivist Learning, and a Combination of the Two Techniques on EFL Learners' Writing. Iranian EFL Journal, 8(4), 206-225.
Moharamkhani, A., Karimi, L., & Ahmadi, D. (2016). The impact of Neuro-linguistic Programming on EFL learners' vocabulary achievement. IOSR Journal of Humanities and Social Science (IOSR-JHSS) Volume 21, PP 27-37.
Mok, J. (2010). The new role of English language teachers: developing students’ critical thinking in Hong Kong secondary school classrooms. The Asian EFL Journal Quarterly, 12(2), 262-287.
Mousavi, R. (2010). The impact of Neuro-linguistic programming (NLP) on orthographic memorization (spelling). Islamic Azad University, science and research branch. Iran: Tehran.
O'Connor, J. (2001). NLP workbook: a practical guide to achieving the results you want. Retrieved on February 23, 2014, from http://redwheelweiser.com/downloads/nlpworkbook.pdf
Paul, R., & Elder, L. (2008). Defining critical thinking. Retrieved September 22, 2009, from http://www.criticalthinking.org/Definig Critical Thinking.html
Pishghadam,R., Shapoori,M., & Shayesteh,Sh. (2011). NLP and its Relationship with Teacher Success,Gender, Teaching Experience, and Degree: A Comparative Study. World Journal of English Language.Vol. 1, No. 2.
Pourbahreini, F. (2015). The effect of Neuro-linguistic programming technique on enhancing grammatical knowledge of Iranian EFL learners at intermediate level. English for Specific Purposes World, Issue44, Vol.16.
Raimes, A. (1983). Techniques in teaching writing. Oxford: Oxford University Press. Richard, Jack C, Theodore S. Rodgers. (2001). Approaches and methods in Language Teaching. Second edition; Cambridge: Cambridge University Press.
Revell, J., & Norman S. (1997). In your Hands: NLP for ELT. London: Saffire Press.
Satrajit, S. (2010). The Art, Science & History of NLP (Neuro-Linguistic Programming). Retrieved August, 12, 2014, from http://www.teachingenglish.org.uk/blogs/sanyalsatrajit/art-sciencehistory-nlpneuro-linguistic-programming
Suleiman M. F. (2000). The process and product of writing: Implications for elementary school teachers. ERIC Digest, ERIC Identifier ED 442299.
Tosey, P., & Mathison, J. (2010). Neuro-linguistic Programming as an innovation in education and teaching. Innovations in Education and Teaching International, 47(3), 317-326.
Williams, R. L. (2005). Targeting critical thinking within teacher education: The potential impact on society. The Teacher Educator, 40(3), 163-187.
Yule, G. (2010). The study of language. (4th Ed.). Cambridge: Cambridge University Press.
