The Role of Self-Hypnosis in Enhancing Second Language Learning: Evidence from an Experimental Study of ESL Learners

Abstract

Psychological readiness and emotional regulation play a decisive role in second language learning, yet they are often overlooked in formal instructional practices. This study investigates the impact of a structured self-hypnosis intervention on second language learning outcomes among undergraduate ESL learners. Using a single-group pre-test–post-test experimental design, data were collected from 150 BS-level students enrolled in English-related programs at universities in Faisalabad, Pakistan. The intervention integrated self-hypnosis techniques with Neuro-Linguistic Programming (NLP) strategies over a twelve-week period. Quantitative analysis revealed statistically significant improvements in vocabulary retention, grammatical accuracy, emotional regulation, and learner confidence following the intervention. The findings suggest that self-hypnosis facilitates optimal cognitive and affective conditions for language learning and can serve as an effective pedagogical support strategy in ESL contexts.