NLP Interventions on Mind Maps: Improving Reading Skills of Pakistani English Language Learners
Abstract
This research examines the effectiveness of Neuro-Linguistic Programming (NLP) techniques in enhancing reading comprehension among Pakistani English as a Second Language (ESL) learners, particularly focusing on the cognitive processes of learners as illustrated through mind maps. The study investigates how techniques such as visualization, chunking, anchoring, and reframing affect learners' mental organization during reading tasks, with the goal of improving both comprehension and engagement. Utilizing a mixed-methods interventionist design, the study involved 60 secondary-level ESL students over a two-week period. Pre-test questionnaires evaluated learners' initial reading levels and cognitive structures. During the intervention, NLP-based strategies were integrated into daily reading lessons. Post-test data were gathered through updated questionnaires, semi-structured interviews, and a comparative analysis of learners' mind maps before and after the intervention. The results indicated significant cognitive and emotional changes in learners' reading strategies. NLP techniques contributed to a reduction in reading-related anxiety, fostered positive associations with reading, and encouraged deeper information processing. Learners' mind maps after the intervention exhibited clearer organization, stronger conceptual connections, and improved integration of new information with prior knowledge. Interview data also reflected increased motivation, self-awareness, and confidence in reading tasks. This study concludes that combining NLP techniques with visual tools like mind mapping provides an effective, learner-centered approach to tackling the challenges ESL learners face in reading comprehension. It offers a promising pedagogical model for Pakistani classrooms where rigid, traditional methods prevail. The findings suggest broader implications for enhancing second language instruction by aligning teaching methods with the cognitive and emotional needs of learners.
Key Words: Neuro-Linguistic Programming, mind mapping, ESL reading, Cognitive strategies, Intervention, Pakistani learners.
