The Impact of Neurolinguistic Programming on EFL Teachers' Reflective Teaching

Autor/inn/en	Marashi, Hamid; Abedi, Marzieh
Titel	The Impact of Neurolinguistic Programming on EFL Teachers' Reflective Teaching
Quelle	In: Journal on English Language Teaching, 7 (2017) 3, S.22-28 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2231-3338
Schlagwörter	Foreign Countries; Neurolinguistics; English Teachers; Second Language Instruction; English (Second Language); Cognitive Restructuring; Metacognition; Reflective Teaching; Females; Scores; Pretests Posttests; Program Effectiveness; Instructional Improvement; Iran + Suchen Sie Ihr Suchwort? Ausland; Neurolinguistisches Programmieren; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Weibliches Geschlecht; Unterrichtsqualität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01