ORIGINAL RESEARCH article
Front. Educ.
Sec. Language, Culture and Diversity
This article is part of the Research TopicIssues, Transformations, and Strategies in World Language Teaching and Learning: Administration, Pedagogy, Technology, and Learning OutcomesView all 9 articles
Exploring the NLP Practices and Awareness of Turkish In-service English Language Teachers
Provisionally accepted
Sevim Inal1*
Hilal Alten1,2- 1Çanakkale Onsekiz Mart University, Çanakkale, Türkiye
- 2Bursa private college, Brusa, Türkiye
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Neuro-linguistic programming (NLP) has gained attention in language instruction for its potential to address affective challenges such as L2 anxiety, limited productive skills, and motivational barriers by integrating emotional support with cognitive strategies. However, research on how in-service EFL teachers perceive and apply NLP in classroom settings remains limited, particularly in the Turkish context. This study explores the NLP practices, awareness, and attitudes of Turkish in-service EFL teachers working at various language levels and age groups. English teachers, therefore, may try alternative ways to deal with these challenges happening in language classrooms.46 in-service English teachers participated in the questionnaire survey and descriptive statistics were used for analysis. The results revealed that in-service EFL teachers use NLP strategies selectively rather than systematically and they lack theoretical background. It was found that creating positive emotional environment, giving hints while waiting for the answers or checking students' eye movements during the lessons and calling by their names are the most preferred strategies used. Based on the findings, some suggestions were put forward.
Keywords: nlp, Turkish in-service English teachers' awareness, language learning process, Neuro linguistic programming, Turkish in-service English teachers, NLP awareness,language learning process
Received: 10 Jul 2025; Accepted: 28 Nov 2025.
Copyright: © 2025 Inal and Alten. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Sevim Inal
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