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


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 were used, and post-intervention interviews were 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

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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

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