The Impact of Neuro-linguistic Programming on Enhancing Teaching Techniques in EFL Classrooms at the Sudan University of Science and Technology and Nile Valley University

Abstract

This study aimed to investigate the impact of Neuro-Linguistic Programming (NLP) on enhancing teaching techniques in the English as a Foreign Language (EFL) classroom (1). The study adopted a descriptive analytical approach and employed a questionnaire as the instrument for data collection. The questionnaire was administered to 50 university teachers of English and English majors at Sudan University of Science and Technology and Nile Valley University. Data were analyzed using SPSS statistical software to test the study hypotheses. The findings revealed statistically significant differences among the respondents and demonstrated that the use of NLP enhances and develops teaching techniques in EFL classrooms (2). The study also examined the extent to which NLP contributes to motivating teachers and enabling them to generate diverse and learner-centered instructional techniques. The results indicated that integrating NLP principles into teacher development programs can significantly improve the effectiveness of EFL teaching (3). Neuro-Linguistic Programming (NLP) is an interpersonal communication model based on the study of language, communication, and personal change. Developed in the 1970s by Richard Bandler and John Grinder at the University of California, Santa Cruz, NLP is founded on three components: neurology, linguistics, and programming (4). According to Partridge (2003), NLP can be viewed as a psychological system concerned with human self-development and the improvement of thinking and learning processes (5). A quantitative descriptive research design was adopted, and data were collected through a structured questionnaire distributed to EFL teachers. The analysis was based on frequency and percentage distributions of teachers’ responses to statements related to instructional modeling, enhancement and diversity of teaching techniques, creativity, and teacher motivation. The results reveal a strong positive perception of NLP, with the majority of respondents selecting Agree or Strongly Agree across all statements. The overall findings provide empirical support for the research hypothesis that Neuro-Linguistic Programming positively enhances teaching techniques in EFL classrooms. The study concludes that NLP represents an effective approach for improving instructional practices and supporting teacher development in EFL contexts.

The overall findings provide empirical support for the research hypothesis that Neuro-Linguistic Programming positively enhances teaching techniques in EFL classrooms. The study concludes that NLP represents an effective approach for improving instructional practices and supporting teacher development in EFL contexts.