The Effect of Neuro-Linguistic Programming (NLP) on EFL Learners’ Reading Comprehension

Current study was aimed at investigating the effect of NLP techniques (rapport, maintaining flow and reframing) on Iranian EFL learners’ reading comprehension at intermediate level. To this aim, the study benefited from quasi-experimental pre-test post-test design. Sample of this study consisted of ۶۰ female Iranian EFL learners of a Language institute at intermediate level. Sampling of this study was convenient sampling because the two available intact groups (۳۰ people in each class) were selected to participate in the study in the absence of random sampling. One of these classes was assigned to the experimental group and the other one to the control group. The participants were young and averaged about ۱۳-۱۴ years of age. Educational sessions of this study were held for ۴۵ minutes two times a week during an eight-session period. In this study, the only difference between experimental and control groups was the presence of NLP techniques, that is, learners in both groups were given classroom instruction for eight sessions, but the experimental group with NLP while the control group without NLP. At the end of educational sessions, the performance of the two groups was compared to see whether there is a significant difference between them. To analyze the data, descriptive statistics and independent samples t-test were run. Results of the current study showed that there is a significant effect for NLP techniques on Iranian EFL learners’ reading comprehension at intermediate level. These findings refer to the effectiveness and importance of NLP techniques in the realm of education in general and language learning in particular.