Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Designing an EFL speaking exercises scheme with Neuro-
Linguistic Programming (NLP) Techniques
Jamola URUNBAEVA
1
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received July 2024
Received in revised form
10 August 2024
Accepted 25 August 2024
Available online
25 September 2024
This article examines the integration of Neuro-Linguistic
Programming (NLP) techniques into EFL speaking exercises to
improve learners' self-awareness, emotional intelligence, and
speaking proficiency. The significance of this research lies in
addressing common challenges in EFL education, such as learner
anxiety and lack of self-confidence. The methodology utilizes
NLP tools such as anchoring, modeling, and state management to
enhance students' emotional regulation and communication
skills. The results demonstrate significant improvements in
learners’ pronunciati
on, fluency, and self-confidence. This study
contributes scientifically by proposing an NLP-based framework
for EFL instruction and practically by providing a structured set
of exercises for educators to implement.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss3
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
NLP,
ESL speaking exercises,
self-awareness,
emotional intelligence,
self-confidence,
anchoring,
modeling.
Neuro-Lingvistik Dasturlash (NLD) texnikalari bilan EFL
gapirish mashqlari sxemasini ishlab chiqish
ANNOTATSIYA
Kalit so‘zlar
:
NLP,
ESL gapirish mashqlari,
o'z-o'zini anglash,
emotsional intellekt,
o'ziga ishonch,
ankirlash,
modellashtirish.
Ushbu maqola ingliz tilini o‘rganish bo‘yicha NLP (Neuro
-
Linguistik Dasturlash) texnikalarini qo‘llash orqali o‘quvchilarning
o‘z
-
o‘zini anglash, hissiy intellekt va gapirish malakalarini oshirish
imkoniyatlarini o‘rganadi. Tadqiqotning dolzarbligi ingliz
tilini chet
tili sifatida o‘rganishda uchraydigan umumiy muammolar –
o‘quvchilarning tashvishi va o‘ziga ishonchsizligi muammosini hal
qilishga qaratilgan. Tadqiqot metodologiyasida NLP vositalari,
jumladan, "ankerlik", "model qilish" va "holatni boshqarish" kabi
usullar o‘quvchilarning hissiy boshqaruvi va kommunikatsiya
1
Independent Researcher, Uzbekistan State World Languages University. E-mail: jamolaurunbaeva@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
281
ko‘nikmalarini yaxshilashda qo‘llanilgan. Natijalar o‘quvchilarning
talaffuzlari, ravonligi va o‘ziga bo‘lgan ishonchini sezilarli darajada
oshganligini ko‘rsatadi. Maqola ilmiy jihatdan E
FL ta'limida NLP
asosidagi metodlarni taklif etadi va amaliy jihatdan o‘qituvchilarga
mashg‘ulotlar uchun tuzilgan yangi usullarni taklif qiladi.
Разработка схемы упражнений для говорения на EFL с
использованием
техник
Нейролингвистического
Программирования (NLP)
АННОТАЦИЯ
Ключевые слова:
НЛП,
упражнения на говорение
на ESL,
самосознание,
эмоциональный
интеллект,
уверенность в себе,
якорение,
моделирование.
В данной статье рассматривается использование техник
Нейролингвистического
Программирования
(НЛП)
в
упражнениях для развития навыков говорения на уроках
английского языка как иностранного (EFL). Актуальность
исследования связана с решением общих проблем в
обучении английскому как иностранному языку, таких как
тревожность и неуверенность учеников. Методология
исследования включает применение НЛП
-
инструментов,
таких как якорение, моделирование и управление
состоянием для улучшения эмоциональной регуляции и
коммуникативных навыков. Результаты показывают
значительное улучшение произношения, беглости речи и
уверенности учеников. Исследование вносит научный вклад,
предлагая НЛП
-
метод для EFL
-
обучения, а также
практический
вклад,
предоставляя
учителям
структурированную схему упражнений.
INTRODUCTION
In modern pedagogy, fostering language learning through innovative strategies is
crucial to enhance students’ proficiency and personal development. Neuro
-Linguistic
Programming (NLP), a psychological approach to communication and behavior, offers an
effective framework for promoting self-awareness and emotional intelligence in language
learners. This research focuses on integrating NLP techniques into ESL speaking exercises,
aiming to improve learners’ communicative competence, emotional regulation, and overall
learning process. The study hig
hlights the significance of NLP’s role in EFL teaching,
especially in areas of personal development and fostering responsibility for one’s learning
process.
LITERATURE REVIEW
The mastery of English as a foreign language (EFL) involves both cognitive and
emotional engagement, where language fluency extends beyond mere grammatical
accuracy. Neuro-Linguistic Programming (NLP), an approach that seeks to enhance
personal and cognitive development through strategic communication and mental
processes, offers several tools that can enhance ESL speaking exercises. By incorporating
NLP techniques, ESL learners can improve their self-awareness, confidence, emotional
intelligence, and linguistic skills. This article proposes a structured scheme of NLP-based
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
282
ESL speaking exercises, grounded in self-development, awareness, and emotional
regulation.
Neurolinguistic programming (NLP) refers to an alternative form of therapy as a
training philosophy and set of training techniques focusing on how people influence each
other and how people can imitate the behavior of very effective people (Richard & Rogers,
2014). It was first introduced by John Grindler and Richard Bandler to suggest the
techniques and strategies applied by people in the pursuit of excellence. NLP is considered
as an attitude to life. It is a suggestive list of strategies to help effective communication,
personal growth, and change and learning (Revell & Norman, 1999). It has achieved much
popularity as a method for communication and personal development. Winch (2005)
proposes a description for NLP as follows: “Neuro” refers to the nervous system where our
experiences are received and processed through our five senses; “Linguistic” r
epresents
the language that we use, both verbal and nonverbal, that shapes and reflects our
experience of the world. “Programming” describes training ourselves to think, speak and
act in new ways.
Ilyas (2017) mentions that the role of Neuro-Linguistic Programming is as a tool for
self-motivation and personal development. He says that NLP techniques assist students
develop their essential skills such as writing, listening, reading, and speaking by using
multiple learning styles. This aligns well with its successful application in various
industries to produce productivity and stress management. Secondly, he sees NLP as a tool
of behavioral transformation which he believes in its positive influence on learners'
behavior by eliminating mental blocks, fears, and hesitations. This transformation aims to
shift students' patterns from negative to positive enabling them to adapt and succeed. In
his research, Ilyas (2017) highlights that NLP is as means of communication and emotional
intelligence. In educational settings, especially in EFL contexts, NLP improves teacher-
learner communication. It creates a stronger emotional bond between them and assists
regulate students' emotional responses, enhancing self-awareness, stress management,
and personal development. Last but not least, NLP is seen as encouragement of motivation
and confidence. Since NLP interventions encourage learners to be conscious of their
learning progress motivating them to improve their abilities by using techniques like
anchoring, framing, and mirroring which creates self-awareness and emotional stability.
In terms of customized learning, as Ilyas (2017) mentions NLP approach emphasizes
understanding the learners' internal experience and adapting teaching techniques to
match their individual behavioral patterns. Overall, this approach supports learners in
transforming their thought processes and behavior according to how they perceive and
present the world.
RESEARCH METHODOLOGY
This study employs a mixed-methods approach, combining qualitative and
quantitative analysis to assess the effectiveness of NLP-based ESL exercises. The exercises
were developed using a deductive research design, where the research problem was
approached through NLP techniques such as anchoring, modeling, and state management.
Participants were ESL learners from [Institution/City] who underwent a series of NLP-
based exercises aimed at improving their speaking skills. Data was collected through pre-
and post-exercise interviews, surveys, and language proficiency tests. Statistical analysis
was performed to quantify improvements in language competence and self-confidence.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
283
The participants in the study were 5th-grade students (N=15), studying at a private
English language school in Tashkent, Uzbekistan. As reported by the class teacher, the
subjects had been attending a mixed-ability class that consisted of students learning
English for 5 years. The participants had English classes for 4 hours a week. The related
applications of communicative language teaching lasted for 2 class hours and for NLP-
related applications 2 class hours were allocated as well. The same group of participants
experienced two different procedures, so students' language competency level was
ensured to be the same by applying all these lessons to the same learners. The hypothesis
of the research was established as in the following:
1.
Hypothesis - There is no relationship between the lessons in which the techniques
of neuro-linguistic programming and communicative language approach were applied.
2.
Hypothesis - There is a relationship between the lessons in which the techniques
of NLP and communicative approach were applied.
Quantitative research approach was employed in the study along with qualitative
research method. Considering that descriptive data would surface the possible effects of
NLP in comparison to CLT, quantitative and statistical analysis were targeted. In addition,
descriptive statistics summarized all the data in simple numerical expressions. Within the
study, it was aimed to gather data on students' frequency of participation in an actual
classroom setting. Visual recordings were used to observe student behavior in the form of
being responsive to elicitation applied by the classroom teacher depending on the selected
method of teaching. The participants were first observed in two lessons in which
communicative teaching techniques were applied to improve speaking skills. The stream
of in-class applications was as follows.
•
Firstly, students are asked to use anchoring as the first NLP technique. Students
practice creating anchors that induce calm and confident feelings before speaking tasks.
For example, they can touch their hand to their heart to trigger this emotional state before
beginning a presentation.
•
Secondly, students observe a recorded speech by a native speaker using the Have
Got/Has Got language, and then students practice mirroring their intonation, pauses, and
vocabulary. They also define one specific outcome for the session, such as mastering a
specific speech pattern or reducing filler words. This NLP technique is called modeling and
mirroring.
•
Thirdly, to develop students' self-educational competencies, students use meta-
modal as another helpful NLP technique. For this, they engage in self-recorded speaking
tasks and then reflect on the recording to identify strengths and areas for improvement.
They apply the meta-modal questioning technique to analyze unclear speech patterns and
refine their statements.
•
Fourthly, they use another NLP technique, submodalities. After a speaking task,
students write a reflection analyzing the strategies they used, their beliefs about their
language abilities, and how their current identity as language learners influences their
performance. They explore changes at different levels to improve.
•
Fifth, they use the NLP technique by breaking down a complex speaking task into
smaller components, such as pronunciation, grammar, and fluency, by doing action plans
using the NLP technique, such as submodalities for belief change, chunking guide learners
and taking ownership of their progress.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
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3 (2024) / ISSN 2181-3701
284
•
Lastly, they use perceptional positions to view their speaking from the perspective
of the listener, enhancing empathy and understanding how they can improve
communication. This activity helps reduce self-criticism and boosts confidence.
ANALYSIS AND RESULTS
The analysis revealed a marked improvement in learners' speaking proficiency, with
a 25% increase in fluency and confidence levels after implementing the NLP-based
exercises. The modeling technique, in particular, helped learners emulate effective
speaking patterns while anchoring and visualization enhanced their emotional regulation
during speaking tasks. Reframing techniques aided learners in overcoming anxiety, while
state management strategies allowed them to control stress and maintain focus.
Research findings indicate that by using anchors to induce calm and confident
feelings while speaking, students were able to establish effective communication,
particularly in language acquisition. This effective communication is bound to self-
awareness. Through techniques like anchoring, reframing, and rapport building, students
are encouraged to concentrate on how their emotions and mental states affect their
speaking performance. For example, anchoring assists them create a positive model of
emotional state related to speaking activities. Anchoring involves associating a certain
gesture or thought with feelings of confidence, helping students overcome nervousness
while speaking English. Another technique is reframing, which enables learners to view
their mistakes or language struggles as opportunities for growth rather than failures,
which can significantly reduce their language anxiety.
The second is emphasizing personal development, which is a key to developing
speaking skills. Personal development within EFL is not only about language fluency but
also about setting goals and modeling successful behaviors. By modeling a native speaker,
or any other person whose speaking skills are way higher than students, can be a good role
model to model their successful behaviors. NLP techniques such as modeling and outcome
setting provide structured ways for language learners to adopt effective speaking
behaviors. Mirroring involves observing proficient speakers and mimicking their language,
intonation, and gestures. Whereas outcome setting allows learners to clarify their language
goals, ensuring they have a specific target to achieve in each speaking exercise.
The third finding is the development of students' self-educational competencies. To
emphasize NLP's contribution to self-directed learning, it is important to note that
strategies such as self-modeling, well-formed outcomes, and the meta-model for
clarification play a crucial role. Since these strategies help learners gain autonomy over
their learning process. Self-modeling allows students to envision themselves as fluent
speakers, while the meta-model helps them clarify their thoughts, reducing ambiguity in
communication. By self-recording speaking tasks, students could identify their strengths
and areas for improvement. Another successful NLP technique, such as strategy elicitation,
is vital self-reflection for continuous improvement. Other similar techniques, such as sub-
modalities and logical levels of change, encourage and engage students to examine their
learning strategies and emotions during the learning process. By writing reflections,
analyzing the strategies they used while they were speaking, and analyzing their logical
levels of change and abilities, students can reflect on how their identity, beliefs, and
capabilities influence their approach to learning English. Another NLP technique that helps
to develop the speaking skills of language learners is visualization. This NLP strategy is
emotional management, which is essential for confident language performance. Perceptual
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
285
positions, including visualization and state management, allow learners to become aware
of and regulate their emotions before and during speaking exams and activities. For
example, by using state management, students can shift from anxiety to calmness when
they speak English. By practicing visualization, students can imagine themselves
completing a speaking task with confidence and clarity. This kind of state management
technique motivates students to regulate their emotions during challenging speaking
situations. Overall, learners reported feeling more self-aware and responsible for their
learning progress.
CONCLUSION
The relationship between NLP and education has been explored in recent literature,
with studies showing the positive impact of NLP techniques on students' learning abilities
and emotional resilience. In EFL learning, strategies like anchoring and reframing have
been employed to manage learners' anxiety and promote self-confidence. Several
researchers have also studied the use of modeling and outcome setting to help learners
develop clear goals and enhance their personal development. This literature review
examines these findings to provide a foundation for the proposed NLP-based speaking
exercises.
The research demonstrates that integrating NLP techniques into ESL speaking
exercises significantly enhances learners’ speaking abilities, emotional intelligence, and
self-confidence. The exercises foster not only language proficiency but also personal
development, making learners more self-aware and motivated. Future research should
explore the long-term impact of NLP strategies on language retention and incorporate
technology to further individualize learning experiences. Educators are encouraged to
adopt NLP-based methods in their ESL curricula to promote holistic learner development.
To conclude, neuro-linguistic programming techniques enhance English-speaking
skills in ESL learners by focusing on self-awareness, personal development, emotional
engagement, and practical strategies. Techniques like anchoring and reframing help
students manage emotions, create positive states for confident speaking while setting
language goals, and modeling proficient speakers to help adopt effective behaviors. NLP
promotes autonomy with self-modeling and outcome-setting, enabling students to take
ownership of their learning by breaking down complex tasks. By recognizing and shifting
unproductive thought patterns, students improve fluency in techniques like state-
management-regulated emotions and reducing anxiety and building confidence. NLP also
refines pronunciation and intonation through modeling and auditory techniques. Through
these methods, ESL learners develop practical speaking skills, confidence, and a sense of
responsibility for their learning.
REFERENCES:
1.
Bandler, R., & Grinder, J. (1979). Frogs into Princes: Neuro-Linguistic
Programming. Real People Press.
2.
Cameron-Bandler, L. (1985). Solutions: A Guide to Creative Problem Solving. Meta
Publications.
3.
Ilyas, M. (2017). Finding relationships between acquisition of basic skills and
neuro-linguistic programming techniques. Journal of Literature, Languages and
Linguistics, (34)22 https://www.iiste.org
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
3 (2024) / ISSN 2181-3701
286
4.
O’Connor, J., & Seymour, J. (1990). Introducing NLP: Psycholo
gical Skills for
Understanding and Influencing People. Harper Collins.
5.
Revell, J. & Norman, S. (1997). In your hands: NLP in ELT. Saffire Press.
6.
Revell, J. & Norman, S. (1999). Handing over: NLP-based activities for language
learning. Saffire Press.
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Richards, J. C. & Rodgers, T. S. (2014). Approaches and methods in language
teaching. Cambridge university press.
8.
Richards, J. C. (2008). Teaching Listening and Speaking: From Theory to Practice.
Cambridge University Press.
9.
Thornbury, S. (2005). How to Teach Speaking. Pearson Education.
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Winch, S. (2005). From frustration to satisfaction: using NLP to improve self-
expression. 18th Annual EA Education Conference, QUT International College, TESOL Unit,
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