Emerging research in second language learning emphasizes the importance of English as a second Language (ESL) learning enhancement in academic contexts. It can be shaped by the interaction of affective, cognitive and contextual factors. Within this changing landscape, Neuro-Psycho Linguistic Programming (NPLP) is reconceptualized in this article as a theoretically grounded instructional intervention framework rather than a distinct set of classroom techniques. Extensive research in the fields of emotion, dynamic systems perspectives, metacognitive regulation and learner engagement theory has established the need. Recent reviews highlighted that, the position of NPLP within an affective-metacognitive paradigm for the ESL learning process. Various studies revealed that the following pedagogical components like rapport-building, emotional regulation and visualization, which is (mentioned) embodied learning and outcome-focused. It synergistically can enhance learners’ learning process aligned through NPLP principles. The NPLP framework focuses on the self-regulated learning process. Hence, in accordance with the conceptual reviews, researchers integrated the theoretical context (Neuro-Psycho Linguistic Programming), which provides a dynamic instructional framework for ESL learning. It should link with an emotional engagement and be focused on a measurable academic outcome. Therefore, the integration of Neuro-Psycho Linguistic Programming possibilities is discussed for curriculum design, teacher education and for future empirical validation in ESL contexts.
M et al. (Thu,) studied this question.