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

Regular Articles

Incorporating hypnotic suggestion into teacher education programs: Emotional and cognitive implications for teachers

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 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.



Copyright

© 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: Emotional and cognitive implications for teachers. Australian Journal of Applied Linguistics, 2(3), 83–103. https://doi.org/10.29140/ajal.v2n3.174


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