Understanding Procrastination as Habitual Pattern in ESL Classrooms: An NLP intervention study

Abstract

Academic procrastination is a pervasive barrier to linguistic proficiency, often stemming from deep-seated cognitive habits rather than simple time mismanagement. This study investigates the phenomenon of academic procrastination among undergraduate English as a Second Language (ESL) learners, specifically through the lens of Neuro-Linguistic Programming (NLP). The research aims to measure procrastination levels, identify the most procrastinated language skills, and analyze the specific NLP Meta-Model patterns—Deletion, Distortion, and Generalization—that sustain these avoidance behaviors. Employing a mixed-methods research design, data were collected from 30 undergraduate students enrolled in Public Universities in the Hazara region, Khyber Pakhtunkhwa. The study utilized the Procrastination Assessment Scale-Students (PASS) by Solomon and Rothblum (1984) to quantify procrastination frequency and elicit qualitative reasoning for delays. Quantitative analysis using descriptive statistics revealed a high overall procrastination level (M=3.68), with "Writing" identified as the most significantly avoided skill (M=4.25). The qualitative findings, processed through Braun and Clarke’s thematic analysis, uncovered that students predominantly use "Distortion" (specifically Mind-Reading regarding teacher evaluation) and "Generalization" (Universal Quantifiers regarding failure) to linguistically justify their inaction. The study concludes that procrastination is a structured linguistic habit, suggesting that NLP-based interventions could effectively reframe these internal dialogues to enhance academic engagement.