Volume 2, Issue 3  December 2019, pp. 83–103          Download PDF

Regular Articles
Incorporating hypnotic suggestion into teacher education programs

Farshad Ghasemi https://orcid.org/0000-0002-3542-67361

1 Kharazmi University of Tehran, Iran ghasemi.f.k@gmail.com

DOI: https://doi.org/10.29140/ajal.v2n3.174


Abstract

This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers' practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a self-suggestion training class to enhance their emotional and cognitive experiences. To understand teachers' emotional state, pre-intervention interviews used, and post-intervention interviews employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers' emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.



Copyright

© Farshad Ghasemi

CC  4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Ghasemi, F. (2019). Incorporating hypnotic suggestion into teacher education programs. Australian Journal of Applied Linguistics, 2(3), 83–103. https://doi.org/10.29140/ajal.v2n3.174


Related Articles:

EFL learners' peer negotiations and attitudes in mobile-assisted collaborative writing
Shiou-Wen Yeh, Cheng-Ting Chen
Language Education & Assessment Published: 30 April, 2019, Volume 2(1), pp. 41–56. Download PDF

Interculturality as collaborative identity management in language education
Claudia Borghetti
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), pp. 20–38. Download PDF

Washback of ACTFL's Integrated Performance Assessment in an intensive summer language program at the tertiary level
Jason Martel
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), pp. 57–69. Download PDF

Critical intercultural communication education: cultural analysis and pedagogical applications
Sofia A. Koutlaki, Zohreh R. Eslami
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 100–109. Download PDF

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1–16. Download PDF

Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Paula Garrett-Rucks
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 110–122. Download PDF

An investigation of learners' use of CAN and COULD
Lauren Whitty
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 32–46. Download PDF

Integrating multimodal technologies with VARK strategies for learning and teaching EFL presentation: An investigation into learners' achievements and perceptions of the learning process
Yow-jyy Joyce Lee
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 17–31. Download PDF

Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), pp. 39–58. Download PDF

Factors affecting immigrants' host country language proficiency: Focusing on the differences between migrant workers and marriage-migrant women in South Korea
In Young Yang, Seongseog Park, Sungjun Lee, Byeonggon Min
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 14–30. Download PDF