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The present study investigates the application of Neuro-Linguistic Programming (NLP) as an innovative approach in second language teaching (SLT) to explore its impact on the professional identity of English as a Foreign Language (EFL) teachers. Employing a sequential explanatory mixed methods design, the research involved 148 Iranian EFL teachers of both genders. The quantitative phase employed NLP and Teacher Professional Identity questionnaires, with a selected group of 20 teachers participating in a four-week NLP training workshop designed to enhance their understanding and application of NLP in classroom discourse. A researcher-designed observation checklist measured teachers' use of NLP techniques. The subsequent qualitative phase involved two rounds of semi-structured interviews with the workshop participants. Spearman rho analysis revealed a significant positive correlation between NLP and the professional identity of EFL instructors. Thematic analysis of qualitative data further affirmed NLP's potential to enhance teaching quality and contribute to teachers' professional identity development. These findings underscore the substantial role of NLP in positively influencing teachers' professional development.
Keywords: Neuro-linguistic programming (NLP); teacher professional identity (TPI), EFL teachers, second language teaching (SLT), professional development
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Original Research 

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On the Relationship between Neuro-Linguistic Programming and Professional Identity: A Case Study of EFL Teachers

The present study is an attempt to examine the applicability of NLP techniques in English Language Teaching&nbsp;(ELT), an under-investigated topic in the literature on EFL contexts. The researcher also attempts to examine&nbsp;the extent to which Iranian EFL instructors in language schools implement NLP techniques in their classrooms.&nbsp;In an effort to achieve the research aims, a sixteen-hour NLP training workshop for 20 conveniently chosen inservice&nbsp;EFL instructors was designed and held by the author. The workshop aimed at helping the participants to&nbsp;achieve a working knowledge of the concept of NLP. Prior to conducting the workshop, in order to gain a&nbsp;better understanding of the participants’ needs and the benefits of the implementation of the training program in&nbsp;teachers’ instructional practices, 60 class sessions of the 20 teachers were observed using a researcher-made&nbsp;observation checklist. To identify any changes in the teachers’ pedagogical skills and to assess any perceived&nbsp;learning outcomes from participating in the workshop, the researcher repeated the observations almost seven&nbsp;months after the last session of the workshop. Subsequently, in-depth semi-structured interviews were carried&nbsp;out to explore the teachers’ perceptions of the topic under investigation. According to the findings of the&nbsp;thematic analysis, almost all the EFL teachers used NLP techniques to varying degrees in their language&nbsp;classes. The results of this study, provided at the end of the article, offer some valuable suggestions for&nbsp;different stakeholders in the field.

Neuro-linguistic Programming and its Applicability in EFL Classrooms: Perceptions of NLP-Trained English Teachers

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