الفهرس 
Chapter I: The problem and its significanceOnly 14 pages are availabe for public view
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Abstract
Classroom management and communication are among the most cited problems for all teachers. English majors face difficulties in managing the classroom and interacting with the students. This was obvious in their responses to the questionnaire administered by the researcher. These difficulties cause troubles in the EFL classroom if it is underdeveloped. Considerable attention is given to the role of Neuro Linguistic Programming in education in general and in English as a foreign language teaching and learning in particular. NLP is a tool utilized for the change in teaching and learning process. NLP adds depth and dimensions to the art of teaching that creates an extremely high degree of motivation. NLP seems holds much potential for education at all levels.
The current study aimed to identify the effectiveness of using a program in NLP on developing Faculty of Education third year English majors’ classroom management skills (dealing with disruptive behavior and reinforcement) and to identify the effectiveness of using a program in NLP on developing their communication skills (using body language and giving feedback). Two hypotheses were formulated based on reviewing the related literature: (1) There is a statistically significant difference between mean scores obtained by English majors of the experimental group and those of the control group in the post-test of classroom management skills in favor of the experimental group; and (2) there is a statistically significant difference between mean scores obtained by English majors of the experimental group and those of the control group in the post-test of communication skills in favor of the experimental group.
The study was carried out following the canons of the quasi-experimental design. The sample consisted of 60 students who were divided into two groups. The participants in the experimental group (n. 30) were taught the NLP program through a Micro-teaching course whereas those of the control group (n. 30) studied the course in the conventional method. The program was based on a set of NLP strategies (i.e. anchoring, reframing, rapport, representational systems and modeling) that were used to develop the participants’ classroom management skills and communication skills A test of classroom management skills and another of communication skills were used to collect data for the study which were analyzed quantitatively using t-test.
The results of the present study showed that classroom management and communication skills can be developed through systematic instruction using NLP strategies. The participants in the experimental group performed far better than their counterparts in the control group. Statistical differences in the two hypotheses favored the experimental group. This reveals that the NLP strategies employed while giving the program were effective in developing the participants’ classroom management and communication skills. Based on the results of the study, some recommendations are made and can be made use of to develop English language education. These recommendations include Introducing the concept of NLP in a course to be taught to students at the Faculty of Education to develop their understanding of NLP and its applications in developing teaching skills.