The Comparative Effect of Neurolinguistic Programming (NLP),Critical Thinking, and a Combination of both on EFL Learners Vocabulary Retention

The present study was an attempt to investigate the comparative effect of teaching NLP, critical thinking, and a combination of NLP and critical thinking on EFL learners vocabulary retention. To fulfill the purpose of this study, a group of 82 female and male intermediate EFL learners at Hermes Language School took a piloted sample PET as aproficiency test and 63 of them were selected as homogenous learners and were randomly assigned to three experimental groups. Then, all the participants in the three experimental groups took a pretest of vocabulary including 105 items, exactly the same as the items in treatment program. Any of the items that were answered correctly even by one participant were omitted from the posttest and the delayed posttest. Within a treatment process of 10 sessions the teacher/researcher provided the participants of each group with handouts, explanations, practices, homework, and questionnaires of strategies on NLP, critical thinking, and a combination of both. During these 10 sessions, 10 same lists of vocabularies extracted from a supplementary vocabulary course book suggested by the language school where thought to the participants of each experimental group using skills and strategies of NLP, critical thinking, and a combination of both. On the eleventh session, the participants sat the posttest of vocabulary. In order to measure the participants retention of the vocabularies, they were asked to sit for a delayed posttest after 15 days. The results of the RM ANOVA revealed no significant difference among the three groups in terms of vocabulary retention. Justifications and implications for the findings of the study and suggestions for further research are presented.

کلیدواژه ها:

Neuro-linguistic programming ، critical thinking ، vocabulary retention