The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners
Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contribu...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.888797/full |
| _version_ | 1797948557553041408 |
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| author | Xiuyun Zhang Nikoo Davarpanah Siros Izadpanah |
| author_facet | Xiuyun Zhang Nikoo Davarpanah Siros Izadpanah |
| author_sort | Xiuyun Zhang |
| collection | DOAJ |
| description | Neurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented. |
| first_indexed | 2024-04-10T21:45:16Z |
| format | Article |
| id | doaj.art-e950d420247b417184b5849e9524eb91 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-10T21:45:16Z |
| publishDate | 2023-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-e950d420247b417184b5849e9524eb912023-01-18T14:12:25ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-01-011310.3389/fpsyg.2022.888797888797The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learnersXiuyun Zhang0Nikoo Davarpanah1Siros Izadpanah2School of Foreign Languages, Xinyang University, Xinyang, ChinaDepartment of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, IranDepartment of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, IranNeurolinguistic programming (NLP) is a method of personal communication. This study aimed to determine the effect of NLP strategies on academic achievement, emotional intelligence, and critical thinking. Although NLP has been studied, more studies still need to be conducted on this variable contributing to language learning success. This experimental study was conducted with a pretest-posttest design with the control group in 2021. Sampling was conducted through the multistage cluster random sampling (MCRS) method, and based on the Cambridge placement test (2010), 50 students proved to be at an advanced level and participated in this study. To test the hypotheses, an ANCOVA test was employed. Participants were randomly divided into two control (25 people) and experimental groups (25 people). They were performed on the experimental group during 12 sessions of 90 min of the strategic training in NLP. In the experimental group, the mean and std of critical thinking was 16.24 ± 2.59 in the pretest, which increased to 18.88 ± 2.77 in the posttest; the mean and std of academic achievement was 155.02 ± 15.90 in the pretest, which rose to 171.70 ± 10.83 in the posttest and the mean and std of emotional intelligence was 96.51 ± 12.44 in the pretest, which increased to 118.28 ± 6.18 in the posttest. The results of data analysis by covariance method showed that NLP was practical on learners' academic achievement, emotional intelligence, and critical thinking. Justifications and implications for the study's findings and suggestions for further research are presented.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.888797/fullcritical thinkingeducational achievementemotional intelligenceneurolinguistic programminglearning |
| spellingShingle | Xiuyun Zhang Nikoo Davarpanah Siros Izadpanah The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners Frontiers in Psychology critical thinking educational achievement emotional intelligence neurolinguistic programming learning |
| title | The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners |
| title_full | The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners |
| title_fullStr | The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners |
| title_full_unstemmed | The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners |
| title_short | The effect of neurolinguistic programming on academic achievement, emotional intelligence, and critical thinking of EFL learners |
| title_sort | effect of neurolinguistic programming on academic achievement emotional intelligence and critical thinking of efl learners |
| topic | critical thinking educational achievement emotional intelligence neurolinguistic programming learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.888797/full |
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