Enhancing Iranian EFL Learners' Willingness to Communicate through Neuro-Linguistic Programming: A Quasi-Experimental Study

Willingness to Communicate (WTC), a personality trait influencing an individual's tendency to initiate communication addresses cognitive and emotional obstacles in order to enhance communication skills. However, its application in language education remains underexplored. Using a quasi-experimental design, the study compared two groups of ۶۰ intermediate-level students: one group received instruction based on Neuro-linguistics programming (NLP), while the other followed traditional teaching methods. Pre- and post-test measurements of WTC were taken using McCroskey's WTC questionnaire. Results indicated a significant improvement in the experimental group's WTC, suggesting that NLP techniques, such as VAK learning styles, anchoring, and reframing, can effectively reduce communication anxiety and increase self-confidence. The study highlights the potential of NLP as a valuable pedagogical tool in fostering more communicative and supportive EFL environments. The findings suggest that incorporating NLP into EFL classrooms can address emotional barriers and motivate students to actively engage in English communication. Future research should explore the long-term effects of NLP on other language skills and extend the study to larger, more diverse samples.

کلیدواژه ها:

Willingness to Communicate ، Neuro-Linguistic Programming (NLP) ، EFL