Neurolinguistic programming techniques in the development of speaking skill
Human and Social
Science
Artículo de investigación
Neurolinguistic programming techniques in the development of
speaking skill
Técnicas de programación
neurolingüística en el desarrollo de la habilidad del habla
Técnicas de programação neurolinguística no desenvolvimento da habilidade de
fala
Andrea Karina Carvajal-Gavilanes I karinacarvajal89@gmail.com https://orcid.org/0000-0002-6813-9936 Diego Santiago Andrade-Naranjo II dsandrade3@espe.edu.ec https://orcid.org/0000-0002-5536-6267
Mónica Alexandra Salazar-Cueva III masalazar27@espe.edu.ec
https://orcid.org/0000-0001-6636-5932
Correspondencia:
dsandrade3@espe.edu.ec
*Recibido: 25 de julio 2021 *Aceptado: 30 de agosto de 2021 * Publicado: 29 de septiembre de 2021
I.
Magíster en
Ingles Pedagogía de los Idiomas Nacionales y Extranjeros, Docente Investigador EMia Englsih Academy,
Ambato, Ecuador.
II.
Magíster en
docencia y Currículo para la educación superior, Doctor PhD (c), Universidad de
los Andes, Docente Investigador Universidad de las Fuerzas Armadas ESPE,
Latacunga, Ecuador.
III.
Magíster en
Planeamiento y Administración Educativa, Docente Investigador Universidad de
las Fuerzas Armadas ESPE, Latacunga, Ecuador.
Resumen
El principal objetivo de este estudio fue determinar la influencia de las
Técnicas de Programación Neurolingüística en el desenvolvimiento de la Destreza
Oral, ya que los estudiantes de 2nd BGU de la Unidad Educativa PCEI Juan León
Mera no podían expresarse correctamente de forma oral utilizando oraciones
incorrectas con poco uso de vocabulario y sin comprensión. Es en este contexto
en el que se planteó esta experimentación para llevarla a cabo con 30
estudiantes. Para este estudio se adoptó un diseño de preprueba
y posprueba de grupo único. Los problemas de los
estudiantes en el desenvolvimiento de la destreza oral se evaluaron mediante el
programa estadístico SPSS aplicando la prueba estadística T students
de pruebas relacionadas. Basada en los
resultados de la preprueba se procedió a aplicar
durante 4 semanas estrategias neurolingüísticas (Anchoring,
Creating rapport, Mirroring, Manteining the flow) durante las horas de
Ingles. Al final de la aplicación, se aplicó la posprueba,
y el resultado del estudio reveló que los estudiantes enseñados a través de las
estrategias neurolingüísticas tuvieron
mejoras significativas en la destreza oral del idioma inglés.
Palabras
clave: Técnicas; programación; neurolingüística; habilidad del habla.
Abstract
The main objective of this research was to determine the influence of Neurolinguistic Programming Techniques in the development
of Speaking Skills, given that the students from 2nd BGU of the Unidad Educativa PCEI Juan León Mera could not express themselves correctly orally, using
incorrect sentences with little use of vocabulary and no comprehension. It is
in this context that this experimentation was proposed to be carried out with
30 students. A single group pre-test and post-test design was adopted for this
study. The students' problems in the development of speaking skills were
evaluated using the SPSS statistical program, applying the statistical test T
student of related tests. Based on the results of the pretest, Neurolinguistic Strategies (Anchoring, Creating rapport,
Mirroring, Maintaining the flow) were applied for 4 weeks during English
classes. At the end of the application, a posttest was applied, and the result
of the study revealed that students taught through neurolinguistics
strategies had significant improvements in speaking skills.
Keywords:
Neurolinguistics; programming; techniques; speaking
skills
Resumo
O objetivo principal deste estudo
foi determinar a influência
das Técnicas de Programação Neurolinguística
no desenvolvimento da Habilidade
Oral, uma vez que os alunos
da 2ª UBG do PCEI Unidade Educacional Juan León Mera não conseguiam se expressar corretamente por via oral utilizando frases incorretas
com pouco uso de vocabulário e nenhuma compreensão. É neste contexto que
se propõe a realização desta experimentação com 30 alunos. Um projeto de pré-teste
e pós-teste de grupo único foi
adotado para este estudo.
Os problemas dos alunos no desenvolvimento
da destreza oral foram avaliados
por meio do programa estatístico
SPSS, aplicando-se o teste estatístico T alunos de testes relacionados. Com
base nos resultados do pré-teste, estratégias
neurolinguísticas (Anchoring,
Creating rapport, Mirroring, Maintaining the flow) foram
aplicadas por 4 semanas durante o horário de inglês. Ao final da aplicação, foi realizado o pós-teste, e o resultado do estudo
revelou que os alunos
ministrados por meio de estratégias
neurolinguísticas tiveram melhoras significativas nas
habilidades da língua inglesa oral.
Palavras-chave: Técnicas de programação;
neurolingüística; habilidade de fala.
Introduction
This research wants to
establish a link between the principles of neurolinguistic
programming --NLP-- techniques (activities aiming to improve the general
emotional state of students aiming at facilitating learning) and the
development of speaking skill (the act of conveying information verbally). The
interest in this topic began by noticing the poor academic performance of
students. Their low scores throughout the school year, especially in the
interaction when communicating with their classmates, are evidence of the
difficulty of the skill itself; which can be measured by the rubrics applied in
each activity. Improving interaction
through neurolinguislic programming techniques will
go a long way in helping students perform better and, at the same time, communicate
with others in a second language. It is
also important to develop this research because it will make possible to put
current teaching techniques at the service of students to work on their English
learning issues. Such issues have become a social problem given that, by
interfering on developing self-confidence, a door are not opened to improve the
development of a country and thus also limits the achievement of economic
progress.
One of the most common
problems of medium level education is its quality, which shows deficiencies
when it is not updated and is adapted to the modern needs of students. In
addition, the state of constant changes that adolescents suffer is a matter
where the impact of the proposed research could be revealed and shows the
effectiveness with which these techniques mark the emotional and intellectual
development of students. With the implementation of these techniques, parents,
students, teachers and authorities will benefit by accomplishing the purpose of
improving the performance and quality of education. All will be done with the
aim of aiding learners in mastering the skills, abilities, attitudes and
aptitudes related to the use of the English language. Finally, teachers will
have the opportunity to face a new challenge consisting of using
non-traditional techniques and methods to achieve the development of critical
thinking and meaningful learning in students.
Methodology
This research used
quantitative research to analyze the findings. Apuke,
2017 affirms that "Quantitative research involves the collection of data
so that the information can be quantified and subjected to statistical
treatment in order to support or refute claims of alternative knowledge"
Therefore, the researcher used statistical methods to analyze the initial (pre-test) and final (post-test) results.
This study is
non-experimental correlational. For this reason, this type of procedure is
taken when the subjects to be investigated cannot be randomly assigned.
Correlational research is considered non-experimental because it focuses on the
statistical relationship between two variables but does not include the
manipulation of an independent variable. More specifically, in correlational
research, the researcher measures two variables with little or no attempt to
control for extraneous variables and then assess the relationship between them Jhangiani et al., 1994.
There is a 2th BGU
course in the institution. Therefore, no type of randomness can be used between
the subjects to be investigated. Sections already established will be taken,
the non-experimental situation or called committed designs, which are
satisfactorily applied in educational research. This is due to the fact that
this type of environment does not allow the selection of the sample in a random
way, since in the Institution it is difficult to handle randomness and in this
case due to the number with which they are handled.
For the current study,
the statistical T or T student test was used to determine if there is a
significant difference in the pre-test and the post-test. Garth, 2008 indicates
that researchers can have the same subjects to investigate by taking the same
instrument at two different times to determine how stable their responses are.
This to the fact that it allows to identify a variation mainly in the means of
the data obtained, which identifies whether the applied study has been
successful or not. However, a test to validate the applied instrument was
carried out for this statistical test. Validating an instrument allows us to
identify that the data have the same distribution and that when applying the
test the data can be verifiable and real. For this case, the Shapiro Wilk validation test will be used, the same one that allows
determining if the studied data correspond to a normal distribution in
obtaining the arithmetic means, since the study sample is less than or equal to
30 individuals. Tarasinska, 2016 mentions that
Shapiro Wilk test tries to reject the null hypothesis
at the significance level.
The 30 students of the
2th BGU, have been considered, being the total universe used to carry out the
research, the sampling formula is not carried out giving that mentioned
population does not require because it is minimal. As Delİce,
2001 mentions, sampling techniques are a set of statistical techniques that
study how to select a representative sample of the population, especially if it
is large quantities.
The initial data was
collected through a pre-test to identify the level of the students in terms of
speaking skills. While a post-test was used to show the level of students at
the end of the process. It should be noted that for the preparation of the
instruments, an operationalization of variables was carried out, which
corroborated the structure and effectiveness of the evaluations and rubric to
qualify them. These data showed how the initial results changed when applying neurolinguistics strategies, which are reflected in the
final results. The pre and posttest were validated through the content validity
technique in order to ensure if the contents immersed in them are in accordance
with what is established. For this, 3 professionals who regularly teach in
English Careers and Masters acted as experts to review the relevance and
validity of these instruments. As well as in the pre-test and post-test, all
the professionals agreed that the test should include 3 parts, the first
teacher-student inaction with 4 back-up prompts, the second student-students
interaction with 3 back-up prompts and finally, a group interaction with 4
back-up prompts. The evaluation rubric will contain 4 evaluation criteria
vocabulary, grammar, comprehension and interaction in which the score 4 is the
highest and 1 the lowest. All this due to, determine the level of students at
the beginning and at the end of the investigation. According to what was
mentioned, some neurolinguistics techniques
(Anchoring, Creating rapport, Mirroring, and maintaining the flow) were
implemented during a 4-month period, since november
9th until December 4th, to the 2th BGU students in the English hours on Mondays
and Wednesdays, which is included in the planning.
Theoretical bases
Arjualayana, Rafli
and Ansoriyah (2019), conducted a research about Neurolinguistics Programming concept for teaching
productive skill. This aimed to report the English teacher understands of
teaching productive skills through Neuro-Linguistics
Programming. This research used qualitative descriptive method, with
triangulation model in doing validity and reliability data. The authors applied
in this research; Planning, observation, interviews, giving questionnaire, and
the last is data analysis. It focuses on the English lecturers who have taught
English more than 2 years as subjects of the research. They selected 7
questions in close - ended answer (yes/no answer) are given and 5 questions in
short answer interview are implemented to gain the data regarding to lecturer’s
understanding in NLP concept for teaching productive skills. 23 English
Lecturers both male and female were the subjects of the research. From the data
analysis, the result shows that most English lecturers know the NLP approach in
teaching language, and they are always brainstorming as a part of NLP concepts.
Thus evidencing that the use of NLP stimulates the critical thinking of learners
because they learn in a seriously but relaxed way.
Keezhatta (2019), led an
investigation whose aim was exploring the feasibility of Neuro-Linguistic
Programming (NLP) in English Language Teaching (ELT) by analyzing the
perceptions of NLP-trained English teachers applying a qualitative method based
on interviews with 20 NLP-trained English teachers of high schools in India and
using a manual thematic analysis method to identify similarities in pattern
while performing the analysis. For that, they used an interview with open-ended
detailed questions on the innovation, role, different techniques, and benefits
and limitations of NLP, while also dwelling upon the different perceptions of
NLP-trained language teachers, motivations of the learners towards NLP, and the
positive changes brought about by NLP in the education sector. Findings showed
that NLP facilitated communication and encouraged learners of English. In other
words NLP as an effective tool strengthens teacher-student relationships and
promotes an interactive learning environment helping learners to acquire a
second language easily.
Rustan (2019), developed a
study to determine first, condition on learning creative writing at high school
students in Makassar, second requirement of learning model in creative writing,
third program planning and design model in ideal creative writing, fourth
feasibility of model study based on creative writing in neurolinguistics
programming, and finally the effectiveness of the learning model based on
creative writing in neurolinguistics programming. The
researcher used a learning model and the data was obtained by observation,
interviews, questionnaires, expert assessment, and test results The results of
data analysis show that (1) the objective condition has various problems in
learning to write short stories, (2) analysis of objectives has various needs,
deficiencies, and desire of students and teachers in developing creative
writing based on learning model in neurolinguistics
programming, (3) learning model covers focus, syntax, social system, the
principle of reaction, means of support, and the impact of learning, (4)
eligibility models by experts produces valid result, a trial one-to-one has
practical result, a small group trial, and large group trial obtain enforceability
of the model in good criteria, and (5) model-based learning creative writing in
neurolinguistics programming is proved to be
effective in improving skill of high school students to write short stories.
Caballero and Rosado
(2018), reported a paper were Neuro linguistic
Programming (NLP) is a perspective integrating neurology, language and
programming which are key for processing information and for responding to
learners’ styles with the potential to help EFL teachers address this
pronunciation issue, so they chose 43 students two groups taught using standard
pronunciation techniques and two using NLP techniques preceded by oral tasks in
which they were encouraged to pronounce regular verbs in the past. Data
collected included students self-recorded pronunciation tasks, a survey to
elicit students’ motivation and satisfaction. Analysis of the data showed that
after the first implementation, the NLP group improved their pronunciation a
30%, the standard one improved a 10%. During the second implementation, the NLP
group showed an improvement of 23.7% pronunciation accuracy in task 1 and a
24.6% in task two compared to the standard group. The findings suggest that
teacher’s use of NLP techniques into their classroom instruction have a
positive impact on students’ pronunciation of the past ending of regular verbs,
due to this it is sure that NLP helps and engages positively students to
interact, pronounce, and develop the language in a correct and freeway.
Results
The data of the
current research have been processed by means of the Statistical Program SPSS
Statics using descriptive statistics and the T student test for related
samples. The study consisted of applying a pretest and a posttest to a group of
30 students in their English class.
The evaluation carried
out on each student consisted of three parts, as well as for the “Pretest” and
the “Posttest”. Each part considered analyzing the level of English in terms of
speaking skills of the students. The test was tested through a rubric made up
of 4 evaluation criteria: Vocabulary, Grammar, Comprehension and Interaction.
Each part was weighted with a maximum score of 4 points, which when added
together by the number of parts for both the Pretest and Posttest gives 48
total points respectively. In consideration of the above, the individual parts
that make up each test were analyzed to determine the average and the
individual statistical trend of each evaluation parameter in the students. The
graphs and data processed in the program are detailed below with descriptive
statistical results:
Figure 1: Pre and posttest analysis
Source: Results of pre and posttest (SPSS)
Of the 48 points expected in
the pretest, an average score of 22.87 was obtained. On the other hand, in the
post-test the expected score was obtained on average 40.27 in the global
analysis.
Based on the data collected
in the global scores, it can be identified that the data correspond to a normal
and valid distribution applying the statistical test. The data verify that the
students had a level below 50% of the expected score when applying the pretest,
but exceeded 50% of the expected score when the posttest test was applied. This
is due to the fact that the students participated actively in each of the
activities used based on Neurolinguistic Strategies,
for which there is evidence of an improvement in the development of oral
skills, achieving a study that is feasible and verifiable.
As a final consideration, it
can be said that, if a comparison were made by subtracting 52% from the average
of the expected value of the previous test from 16% of the average of the
expected value in the subsequent test, there would be a difference of 36%.
Giving a concert that there is an increase in the level of knowledge and in the
development of oral skills of the English language before and after applying
the Neurolinguistic Strategies.
Discussion
To play a better role,
English teachers must improve and play a better role in teaching by having a
better understanding of new strategies and techniques such as NLP techniques,
interesting techniques to attract students' attention and interest. So that
students can easily understand the material. The English teacher must bring the
situation to life and involve students in activities during the
teaching-learning process.
To develop better learning,
students must be interested to learn English. They must actively participate in
activities during class hours and also when doing their homework. Practice,
especially in speaking skills, whether in English classes or at home, is very
helpful in improving your pronunciation and interaction. Therefore, students
will not be shy when it comes to interacting and giving an idea, they will not
be afraid of making mistakes because mistakes are part of the learning process.
To achieve better relevance
the results can inspire other researchers to investigate more techniques that
will be used not only in the development of oral skills but in the development
of other skills. Because there is no perfect research to improve the
acquisition and development of a second language in students. This research
report can become the cornerstone for other researchers to conduct similar research
that may become the answer to problems that have not been resolved in the
research. They can also reference similar research on the same topic, but can
be based on a qualitative or qualitative-quantitative approach.
Conclusions
Neuro-linguistic programming
studies how verbal and non-verbal communication affects our nervous system, and
therefore, learning to direct our mind through internal communication with good
language skills. Therefore, establishing Neurolinguistic
Programming Techniques such as Anchoring, Creating rapport, Mirroring and
Maintaining the flow, helps us to have a better control of ourselves, our
emotions and our responses when expressing ourselves orally.
The use of Neuro-linguistic Programming Techniques in the development
of oral skills in the English language in 2nd BGU students improved the
students' ability to speak, especially in the assigned evaluation criteria
(Vocabulary, Grammar, Comprehension and Interaction). The students became more
active and enthusiastic in the teaching-learning process. Through these
techniques the students were able to express their opinion based on their own
imagination, using a greater number of vocabulary words, helping the students
to produce sentences orally with a correct grammar and structure. It can be
seen in the students' score. The improvement was identified by Teacher-student,
Student-student and group performances, which demonstrated a better
understanding and interaction among these activities.
The application of neuro-linguistic programming techniques during the learning
process had a positive impact on the improvement of student learning outcomes.
Because these techniques have the ability to develop oral dexterity better than
the use of conventional or traditional methods. NLP strategies have the ability
to absorb the problems they encounter, make students feel safe, especially when
speaking, increase motivation to speak, and also improve performance with
thoughts that run through their own brains without any stimulation.
After the implementation of
the Neuro-Linguistic Programming Techniques in the
development of oral skills in the 2nd BGU students, the class was more alive
and active. It was observed during the teaching-learning process, when the
researcher asked questions or assignments in groups that most of the students
interacted with each other, some of them tried to answer the questions,
although the researcher did not ask them to answer them. It looked very
different before Neuro-Linguistic Programming
Techniques were implemented because the classes were monotonous and passive;
there was no interaction between the students and they hardly participated in
the classroom activities.
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