Exploring the Effectiveness of Neuro-Linguistic Programming in Reducing Stress Among Secondary School ESL Students: A Quantitative Analysis.

Abstract

This study explores the effectiveness of Neuro-Linguistic Programming (NLP) Reframing techniques in reducing stress and enhancing language learning outcomes among secondary school English as a Second Language (ESL) students. A quasi-experimental design with a pre-test/post-test approach was used to assess the impact of the intervention. The sample comprised 100 secondary school ESL learners, divided into an Experimental Group (n = 50), which received the NLP Reframing intervention, and a Control Group (n = 50), which followed the regular ESL curriculum. Data was collected using stress surveys and language proficiency assessments before and after the intervention. The findings reveal a significant reduction in stress (mean difference = -1.27) and a substantial improvement in language proficiency (mean difference = 16.33) in the Experimental Group. In contrast, the Control Group showed only minimal improvement in both stress reduction and language proficiency. The study highlights the positive impact of NLP techniques on managing stress and improving academic performance, particularly in language learning. These findings suggest that integrating NLP interventions into ESL curricula can foster a more supportive and effective learning environment for students.

Keywords: NLP Reframing, Stress Reduction, ESL Learning, Language Proficiency, Educational Intervention, Anxiety, Second Language Acquisition