Enhancing Students’ Self-confidence in the EFL Classroom through Neuro-Linguistic Programing Technique - Reframing

Abstract

This research paper deals with self-confidence and how the application ofNeuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students’ self-confidence in the English as a foreign language (EFL) classroom. It analyses the effectiveness of incorporating NLP six-step reframing on students’self-confidence levels across different age groups, cultural backgrounds, and academic settings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel ‘seen, heard, and understood’. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. 

The research includes sixty-six students who differ based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant effect of incorporating NLP’s six-step reframing within the pedagogical framework, shedding light on its potential to empower students’ self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter difficulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students’self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability