THE IMPACT OF SELF-HYPNOSIS AND NEURO-LINGUISTIC PROGRAMMING ON SECOND LANGUAGE LEARNING: A PRE-TEST & POST-TEST EXPERIMENTAL STUDY
Keywords:
Self-Hypnosis, Neuro-Linguistic Programming, Second Language Learning, Affective Factors, Experimental StudyAbstract
This study investigates the effectiveness of self-hypnosis integrated with Neuro-Linguistic Programming (NLP) techniques on second language learning outcomes among undergraduate ESL learners. Using a single-group pre-test–post-test experimental design, the research examines changes in learners’ linguistic performance and affective variables following a structured self-hypnosis intervention. The sample comprised 150 undergraduate students enrolled in English related programs at public and private universities in Faisalabad, Pakistan. Quantitative data were collected through achievement tests and affective questionnaires administered before and after a 12-week intervention. Statistical analysis using paired-sample t-tests revealed significant improvements in vocabulary retention, grammatical accuracy, emotional regulation, and learner confidence after exposure to self-hypnosis techniques. The findings suggest that self-hypnosis serves as an effective pedagogical tool for enhancing both cognitive and affective dimensions of second language learning.
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Copyright (c) 2025 Sobia Rasheed, Dr. Noshaba Younus (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
