The Effect of Neuro-Linguistic Programming (NLP) on Reading Comprehension in English for Specific Purposes Courses

Fahimeh Farahani

doi:10.7575/aiac.ijels.v.6n.1p.79

Abstract

Neuro-Linguistic Programming (NLP) has potential to help language learners; however, it has received scant attention. The present study was an attempt to investigate the effect of NLP techniques on reading comprehension of English as a Foreign Language (EFL) learners at an English for Specific Purposes (ESP) course. To achieve this goal, two intact classes of students were selected to form an experimental group (n=30) and a control group (n=30). A reading pretest (based on the course content) was given to all participants. The sensory learning styles of the participants were diagnosed using Reid's (1987) leaning style questionnaire, and the participants in the experimental group were familiarized with NLP techniques to be able to implement these techniques in their reading. In the control group, the conventional approach to teach ESP reading was used. Considering the analysis of posttest results through ANCOVA, it was found that implementation of NLP techniques can have significant effect on reading comprehension of Iranian undergraduate EFL learners. Pedagogical implications are discussed.

Highlights

Reading comprehension is among the most significant language skills for the students at tertiary level
Based on the objectives of the study, the following research question was addressed: What is the effect of Neuro-Linguistic Programming (NLP) on reading comprehension of Iranian undergraduate English as a Foreign Language (EFL) learners in English for Specific Purposes (ESP) courses?
Due to the fact that the participants of the study were in two intact classes of ESP, experimental and control group, the study was designed as quasi-experimental

Summary

Introduction

Reading comprehension is among the most significant language skills for the students at tertiary level. There is no doubt that most material presented to the university students is in form of written text, and those who have adequate reading comprehension ability can tackle the difficulty of reading texts (Hu, 2004). Reading comprehension plays a significant role in English for Specific Purposes (ESP) language courses. Much of learning material is presented to the language learners in ESP courses in the written form, and they should be able to read the text to comprehend it. Most materials presented to the learners are in the written form, they are usually used to teach content vocabulary to language learners and do not serve the purpose of reading comprehension (Akbari & Tahririan, 2009). Learners’ preferences and learning styles are not considered by the educators, and their potential effect is ignored (Isazadeh, Makui, Ansarian, 2016; Wang, Wang & Huang, 2008)

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