The Effectiveness of a Program Based on the Integration of Neurolinguistic Programming and Digital Learning Objects to Develop EFL Communicative Competence and Linguistic Awareness in Engineering Students

Abrar Hamdy Abd-Elwahab


This study aimed to develop EFL communicative competence and linguistic awareness in engineering students via a proposed program based on integrating neurolinguistic programming and digital learning objects. No previous studies dealt with the integration of neurolinguistic programming and using digital learning objects, so this is the novelty point of the current study. There were forty participants for the experimental groups and the same for the control group. Questionnaires of communicative competence and linguistic awareness were designed and juried. Then, the communicative competence and the linguistic awareness tests were juried and administered to the participants of the two groups. The program was designed and administered in the first term of 2023, the academic year, and lasted for the entire term with one session per week for the experimental group. The study results revealed that the experimental group’s post-results exceeded its pre-results in the post-administration of the instruments. Furthermore, it could be determined that the proposed program substantially enhanced the stated variables.


Keywords: communicative competence, linguistic awareness, integration, neurolinguistic programming, digital learning objects.



Full Text:



ABDULKADER, F. (2019). Exploring Saudi EFL teachers’ and learners’ perceptions regarding the application of communicative language teaching (CLT) in the English language classroom. Doctoral dissertation, Northumbria University. Retrieved from

ABU-RABIA, S., SHAKKOUR, W., & SIEGEL, L. (2013). Cognitive retroactive transfer (CRT) of language skills among bilingual Arabic-English readers. Bilingual Research Journal, 36(1), 61-81.‏

BIN-HADY, W. (2017). Communicative competence in teaching English at secondary schools. A critical investigation in Yaff'ae District of Yemen. Munich: GRIN Verlag.

BURSTEIN, J., SHORE, J., SABATINI, J., MOULDER, B., LENTINI, J., BIGGERS, K., & HOLTZMAN, S. (2014). From teacher professional development to the classroom: How NLP technology can enhance teachers' linguistic awareness to support curriculum development for English language learners. Journal of Educational Computing Research, 51(1), 119-144.‏

CHAN, L., & ZENG, M. (2006). Metadata Interoperability and Standardization – A Study of Methodology Part I. D-Lib Magazine, 12(6).

CONSOLO, D.A. (2006). Classroom oral interaction in foreign language lessons and implications for teacher development. Linguagem & Ensino, 9(2), 33-55.‏

CULLY, J.A., & TETEN, A.L. (2008). A therapist’s guide to brief cognitive behavioral therapy. Houston, Texas: Department of Veterans Affairs South Central MIRECC. Retrieved from

DUFF, P. (2001). Language, literacy, content, and (pop) culture: Challenges for ESL students in mainstream courses. Canadian Modern Language Review, 58(1), 103-132.

EL MASRY, S. (2021). Using Neuro-Linguistic Programming Techniques to Develop EFL Secondary Stage Students' Oracy Skills. Ph.D. dissertation, Mansoura University.

FARAHANI, F. (2018). The effect of neuro-linguistic programming (NLP) on reading comprehension in English for specific purposes courses. International Journal of Education and Literacy Studies, 6(1), 79-85.‏

FORD, N. (2015). Digital learning objects: Design for learning. Master's dissertation, University of Canterbury.

GRAN, S. (2021). Using NLP (neuro-linguistic programming) methods in teaching and learning: case studies on the potential and impact of NLP methods on learning and learners. Doctoral dissertation, Universität Duisburg-Essen.‏

HALIMAH, H. (2018). Boosting students’ speaking ability through community language learning. Studies in English Language and Education, 5(2), 204-216.‏

HAWKINS, M.R. (2004). Social apprenticeships through mediated learning in language teacher education. In: HAWKINS, M. (ed.) Language Learning and Teacher Education: A Sociocultural Approach. Bristol: Blue Ridge Summit: Multilingual Matters, pp. 89-110.

HENBEST, V., FITTON, L., WERFEL, K., & APEL, K. (2020). The Relation between Linguistic Awareness Skills and Spelling in Adults: A Comparison among Scoring Procedures. Journal of Speech, Language, and Hearing Research, 63(4), 1240-1253.

HOCKLY, N. (2012). Tech-savvy teaching: BYOD. Modern English Teacher, 21(4), 44-45.‏ Retrieved from

HYLAND, K. (2015). Teaching and researching writing. Routledge.

JATON, F. (2017). We get the algorithms of our ground truths: Designing referential databases in digital image processing. Social Studies of Science, 47(6), 811-840.‏

JEONG, K. (2018). Developing EFL learners' communicative competence through multimedia-assisted language learning. Journal of Theoretical & Applied Information Technology, 96(5), 1367-1376. Retrieved from

LUKYANOVA, N., DANEYKIN, Y., & DANEIKINA, N. (2015). Communicative competence management approaches in higher education. Procedia - Social and Behavioral Sciences, 214, 565-570.

LUNDINE, J.P., & HALL, A. (2020). Using nonstandardized assessments to evaluate cognitive-communication abilities following pediatric traumatic brain injury. Seminars in Speech and Language, 41(2), 170-182.

MILUTINOVIĆ, M., LABUS, A., STOJILJKOVIĆ, V., BOGDANOVIĆ, Z., & DESPOTOVIĆ-ZRAKIĆ, M. (2015). Designing a mobile language learning system based on lightweight learning objects. Multimedia Tools and Applications, 74(3), 903-935.‏

MOHARAMKHANI, A., KARIMI, L., & AHMADI, D. (2016). The Impact of Neuro Linguistic Programming (NLP) on EFL Learners’ Vocabulary Achievement. Journal of Humanities and Social Science (IOSR-JHSS), 2(1), 15-36.

NILSEN, P. (2020). Making sense of implementation theories, models, and frameworks. In: ALBERS, B., SHLONSKY, A., & MILDON, R. (eds.) Implementation Science 3.0. Cham: Springer, pp. 53-79.

ORAZBAYEVA, K. (2016). Professional competence of teachers in the age of globalization. International Journal of Environmental and Science Education, 11(9), 2659-2672.

PARISI, L.L. (2020). An adaptation of the communicative language teaching approach for an English conversation course in Brazil. Miguilim - Revista Eletrônica do Netlli, 9(1), 3-13.

POLIT, D.F., & BECK, C.T. (2014). Essentials of nursing research: Appraising evidence for nursing practice. 8th ed. Philadelphia, Pennsylvania: Lippincott Williams & Wilkins.

ROSE, N., & ABI-RACHED, J. (2013). Neuro: The new brain sciences and the management of the mind. Princeton: Princeton University Press.

SALEM, M., KOPP, S., WACHSMUTH, I., ROHLFING, K., & JOUBLIN, F. (2012). Generation and evaluation of communicative robot gesture. International Journal of Social Robotics, 4, 201-217.

SVALBERG, A.M. (2007). Language awareness and language learning. Language Teaching, 40(4), 287-308.‏

TOSEY, P., & MATHISON, J. (2003). Neuro-linguistic programming: Its potential for learning and teaching in formal education. Proceedings of the European Conference on Educational Research, Hamburg, 17-20 September 2003. Retrieved from

VURDIEN, R. (2019). Videoconferencing: Developing students’ communicative competence. Journal of Foreign Language Education and Technology, 4(2), 269-298. Retrieved from

YASSINE, S., KADRY, S., & SICILIA, M. (2016). Learning analytics and learning objects repositories: Overview and future directions. In: SPECTOR, M., LOCKEE, B., & CHILDRESS, M. (eds.) Learning, Design, and Technology. Cham: Springer, pp. 1-29.

ZHUKOV, Yu.M., PETROVSKAYA, L., & RASTYANNIKOV, P. (2015). Diagnostics and development of competence in communication. Moscow: Moscow State University.

ZIMNAYA, I. (2013). Key competencies-a new paradigm of educational outcomes. Higher Education Today, 5, 39-42.

ZOGHI, R. (2017). The effect of NLP (accelerated learning) on Iranian EFL learner’s listening comprehension. Islamic Azad University of Tabriz.


  • There are currently no refbacks.