The efficacy of Neuro-Linguistic Programming on EFL speaking for madrasah students with varying motivation levels

Abstract

This study investigates the effectiveness of Neuro-Linguistic Programming (NLP) in improving EFL speaking skills among learners with varying motivation levels at a Madrasah Tsanawiyah in Cirebon, Indonesia. Oral proficiency remains a critical yet challenging aspect of language learning, particularly in motivationally diverse contexts. Despite growing interest in NLP as a pedagogical tool, empirical evidence on its effectiveness in EFL speaking instruction within Islamic educational settings remains limited, justifying this contextually grounded investigation. NLP, as a psychological and communication-based approach, offers techniques that potentially reduce anxiety and foster learner engagement. Using a quasi-experimental design, 24 participants were grouped evenly into high- and low-motivation groups. The intervention used NLP-based strategies, including anchoring, modeling, and presupposition, across eight instructional sessions. Data were collected through pre-test, post-test, and classroom observations in each group to capture behavioral and participatory responses following the treatment. The results showed significant improvement in speaking skills among highly motivated students, with mean scores increasing from 60.67 to 78.25 (p < .05), while students with low motivation showed no significant gain. Complementing the quantitative results, the observation data indicate high evaluation scores regarding lesson clarity, teaching techniques, and student engagement. Apart from that, challenges in classroom management and reflective practice were identified as well. This study concludes that NLP is a promising pedagogical approach for motivated EFL learners; however, effective implementation requires ongoing teacher development in behavioral flexibility and reflective techniques. Integrating NLP with communicative strategies can holistically address cognitive and emotional factors in language acquisition within diverse educational settings.