Neurolinguistic programming in the covid-19 crisis an approach for the development of productive skills in teaching English language in Ecuador
Article Sidebar
Main Article Content
Abstract
Education has undergone important changes, even more since the end of 2019 when a global pandemic begins that undoubtedly affects the teaching and learning of the English language in Ecuador, the primary objective of this research was to determine the influence of neurolinguistics programming on development of Productive skills in times of pandemic, given that students cannot express themselves correctly orally and in writing in their usual virtual classes today, using incorrect phrases with little use of vocabulary and without understanding, which shows low self-esteem and interest in learning English. Shame and fear of making a mistake without understanding on the part of the teacher and classmates are other important aspects when making a comment or starting a dialogue. In this context, it was proposed to carry out the present experimentation with 30 students. For this study, a single group design was adopted before and after the test using a quantitative methodology carried out in the era of the pandemic. The problems of the students in the development of productive skills were evaluated using the SPSS statistical program, applying the Student's T or Statistical related tests. Based on the results of the pre-test, neurolinguistic strategies (anchoring, creating a relationship, mirroring, maintaining flow) were applied for 4 weeks in face-to-face and virtual English classes due to the covid 19 pandemic. At the end of the experimentation , a post-test, and the results of the study revealed that the students, through neurolinguistic programming, presented significant improvements in the productive skills of the English language, highlighting that the use of the aforementioned strategies positively helps the Acquisition of a second language, especially in the way they express themselves in English, giving them greater freedom and confidence when issuing an oral and written comment in a second language
Downloads
Article Details
References
Arlinthon, D. & Pomares, M. (diciembre de 2011). Programación neurolingüística. ¿Realidad o mito en Psicología y Ciencias Cognitivas? Duazary, 246. https://www.redalyc.org/pdf/5121/512156315015.pdf
Bandler, R. & Gindler, J. (1980). La estructura de la magia. Cuatro Vientos.
Castro, S. (2020). Instituto Europeo de Psicología Positiva. https://www.iepp.es/comunicacion-efectiva/
Delice, A., (2001). “The Sampling Issues in Quantitative Research”, Educational Sciences: Theory and Practice, 10(4), 2001-2018, 2010.
Estupiñan-Ricardo, J. (2017). La influencia de la programación neurolingüística en estudiantes universitarios en la. Luz, 16(1). https://www.redalyc.org/pdf/5891/589166502012.pdf
Garth, A. (2008). Analysing data using SPSS (A practical guide for those unfortunate enough to have to actually do it.).
Jhangiani, R., Chiang, I., Cutteler, C., & Leighton, T. (1994). Research Methods in Psychology. Journal of Environmental Psychology, 14(4), 335. https://doi.org/10.1016/s0272-4944(05)80228-2
Proaño, C., Pila, J. & Venegas, G. (2017). Potencialización de la competencia comunicativa en inglés a través de pares receptivos y productivos. Scientific Report 1st English Teaching Congress (p. 101). CIDE. http://repositorio.cidecuador.org/bitstream/123456789/40/1/Scientific%20Report%201st%20English%20Teaching%20Congress.pdf
Tarasinska, J. (2016). Shapiro – Wilk Test with Known Mean. 14(1), 89–100.
Trujillo-Sáez, F., Fernández-Navas, M., Montes-Rodríguez, M., Segura-Robles, A., Alaminos-Romero, F.J. & Postigo-Fuentes, A.Y. (2020). Panorama de la educación en España tras la pandemia de COVID-19: la opinión de la comunidad educativa. Madrid: Fad. DOI: 10.5281/zenodo-3878844. https://digibug.ugr.es/bitstream/handle/10481/62687/COVID-INFORME-2.pdf?sequence=1&isAllowed=y
Vargas, V. (2021). tesis.unap.edu.pe. Obtenido de La comunicación efectiva como estrategia didáctica en las competencias lingüísticas para el aprendizaje del idioma inglés como tercera lengua en estudiantes andinos.: http://tesis.unap.edu.pe/bitstream/handle/UNAP/16828/Vargas_Velasquez_Diana_Agueda.pdf?sequence=1&isAllowed=y
Yameen, A., & Iftikhar, L. (2014). Neurolinguistic Programming as an Instructional Strategy to Enhance Communicative Competence of Language Teachers. Journal of Applied Environmental and Biological Sciences, 4, 331–336. https://www.textroad.com/pdf/JAEBS/J. Appl. Environ. Biol. Sci., 4(7S)331-336, 2014.pdf