Abstract
Applications based on neuro-linguistic programming (NLP) in English language teaching (ELT) provide various means to makelearning more effective and involving. Nevertheless, research on NLP is often based upon descriptive rather than empiricalresearch. Therefore, the aim of this study is to investigate the efficiency of NLP applications in ELT via comparing it withcommunicative approach (CA) to language teaching. In this study, a group of 4th grade students (N = 20) were observed in aclassroom in which CA techniques were applied. The students’ frequency of participation was recorded during two lessons. Inanother two classes with the same group of students, the learners’ frequency of participation was evaluated in a classroomsetting where NLP techniques were applied. The results indicate that NLP-related applications are as efficient as CAapplications in achieving high level of learner participation and oral production. Keywords: Neuro-linguistic programming, language teaching, young learners.
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