Volume 2, Issue 3 December 2019, pp. 83-103
Incorporating hypnotic suggestion into teacher education programs
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.
© Farshad Ghasemi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Farshad Ghasemi. (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
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 77-90.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99.
A day in the life: Mapping international students' language learning environments in multilingual Sydney
Phil Benson, Philip Chappell, Lynda Yates
Australian Journal of Applied Linguistics Published: 1 April, 2018, Volume 1(1), pp. 20-32.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 133-151.
A systematic review of written corrective feedback research in ESL/EFL contexts
Sin Wang Chong
Language Education & Assessment Published: 31 August, 2019, Volume 2(2), pp. 57-69.
Adopting a dual focus to drive forward the fields of language education and language assessment
Heng-Tsung Danny Huang
Language Education & Assessment Published: 25 July, 2018, Volume 1(1), pp. 1-2.
Advancing intercultural learning in world language education: Recent developments in pre-service teacher education in the U.S.
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 110-122.
An essay on internationalism in foreign language education
Intercultural Communication Education Published: 22 August, 2018, Volume 1(2), pp. 64-82.
An investigation of implicit vs. explicit oral corrective feedback on Chinese pupils' use of past tense
Qin Xie, Chingyee Yeung
Language Education & Assessment Published: 29 November, 2018, Volume 1(2), pp. 59-75.