Neuro-linguistic programming techniques in EFL young learners.

Abstract

This study examines teaching practices involving Neuro-Linguistic Programming (NLP) techniques in EFL young learners. The research focuses on educators' perceptions and experiences regarding the use of NLP to optimize the language learning process. By using a qualitative approach, interviews were conducted with English teachers with previous experience in NLP. The results showed that teachers perceive NLP techniques as helpful for encouraging participation, confidence and motivation in the EFL classroom. In addition, linguistic benefits were observed, as it promotes a more natural use of English without resorting to direct translation. However, educators noted that large groups of students represent a significant challenge, as they limit the application of certain techniques, especially kinesthetic ones, due to limited classroom space. Despite this, teachers find ways to adapt to other activities while maintaining student motivation. As a conclusion, this study identifies NLP techniques as a methodology that significantly improves student motivation and participation by creating positive learning environments in which young people develop greater confidence to communicate in English. It is recommended that teacher training programs focused on the application of NLP in the English as a foreign language classroom be implemented.