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Molaei, Akbar, Paryad, Parisa, Zarfsaz, Elham. (1402). The Effect of Using NLP Techniques on Reading Ability of EFL Learners. نظریه و عمل در تربیت معلمان, 3(1), -. doi: 10.22034/jelt.2023.14904.1066
Akbar Molaei; Parisa Paryad; Elham Zarfsaz. "The Effect of Using NLP Techniques on Reading Ability of EFL Learners". نظریه و عمل در تربیت معلمان, 3, 1, 1402, -. doi: 10.22034/jelt.2023.14904.1066
Molaei, Akbar, Paryad, Parisa, Zarfsaz, Elham. (1402). 'The Effect of Using NLP Techniques on Reading Ability of EFL Learners', نظریه و عمل در تربیت معلمان, 3(1), pp. -. doi: 10.22034/jelt.2023.14904.1066
Molaei, Akbar, Paryad, Parisa, Zarfsaz, Elham. The Effect of Using NLP Techniques on Reading Ability of EFL Learners. نظریه و عمل در تربیت معلمان, 1402; 3(1): -. doi: 10.22034/jelt.2023.14904.1066

The Effect of Using NLP Techniques on Reading Ability of EFL Learners

Research in English Language Education Journal | Farhangian University
مقاله 5، دوره 3، شماره 1 - شماره پیاپی 1024203، خرداد 2024    اصل مقاله (577.02 K)
نوع مقاله: Article
شناسه دیجیتال (DOI): 10.22034/jelt.2023.14904.1066
نویسندگان
Akbar Molaei* 1؛ Parisa Paryad2؛ Elham Zarfsaz3
1English Department, Farhangian University, P.O. BOX: 14665-889 Tehran Iran
2Department of Educational Management, School of Human Science, Afagh Higher Education Institute, Urmia, Iran
3Gaziosmanpasa University, Tokat, Turkey
چکیده
The process of learning a language may be significantly affected by various circumstances. This study looks at how students' reading abilities are impacted by NLP. According to NLP, focusing on language alone is less likely to result in successful language learning than mixing strategic thinking, behaviour, and language together. NLP includes behavioural and strategic thinking in the learning process in addition to language use. Cluster sampling was used to choose the study's participants. From the Afagh Institute, two whole classes of students were chosen based on availability and enrolment in the courses. A pretest measuring reading proficiency was given to all participants using a standardized reading assessment tool to ensure the homogeneity of the groups. The control group (n=30) then used a traditional teaching strategy, whereas the experimental group (n=30) received training in NLP techniques to apply them to their reading practices. A post-intervention reading test was also performed by individuals in both groups in order to collect quantitative data. Following the intervention and data collection, we analyzed post-test results using ANCOVA, which revealed a significant improvement in reading abilities among EFL learners who utilized NLP techniques. The group effect was found to be highly significant (F=57.775, P<.01), with an effect size (eta squared) of 0.503, indicating that NLP training substantially improved reading abilities. The NLP approaches can significantly impact EFL learners' reading abilities, according to estimates of post-reading marginal means. The combination of quantitative data offers solid proof that NLP is beneficial in language acquisition settings.
کلیدواژه‌ها
Neuro-Linguistic Programming (NLP)؛ Reading Ability؛ English Foreign Language Learners
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