Teachers’ Perspective on the Applicability of Neuro-linguistic Programming to Address EFL Learners’ Speaking Anxiety (Case of the Universities in Georgia)

Abstract

Effective communication skill has gained a huge priority on every path of an individual’s life and in a professional context. Speaking in the target language helps learners to create the context and produce the language. Anxiety encountered while speaking in a foreign language is one of the major factors that may lead to preventing the learners from achieving academic goals and lowering their motivation and self-esteem. The impact of anxiety in foreign language acquisition and speaking performance has been widely researched, while the implementation of NLP (Neuro-linguistic programming) in EFL classes in order to address speaking anxiety has not been investigated sufficiently. The teachers’ awareness of NLP techniques in foreign language classrooms in order to address anxiety is not explored as well. The primary objective of the current paper was to explore the applicability of NLP techniques in EFL classes for reducing learners’ speaking anxiety. The paper also attempted to explore EFL teachers’ awareness of the topic under investigation. Participants of the study were 61 EFL teachers at the universities in Georgia. According to the research findings, teachers are familiar with NLP techniques at some level and most frequently use Modeling, Visualization, and Rapport. They also showed a positive attitude towards further implementation of NLP techniques. Overall, the current paper revealed that teachers need to be equipped with practical tools for implementing NLP techniques in EFL classrooms to address speaking anxiety among learners. A more thorough examination of the topic under investigation is also strongly recommended.