Bi-Quarterly Journal of English Language and Literature Teaching
Document Type : Article
Abstract
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.
Main Subjects
)