Evaluating the efficiency of nlp applications for the teaching of english vocabulary of young learners: Adapting songs

This thesis is an experimental study that investigates the impacts of songs, as well as classroom activities applied using songs, which have been prepared in the light of Neurolinguistic Programming principles for teaching vocabulary to young learners in ELT in primary schools. To this end, the experiment was carried out with two groups of fifth grade primary school students. The students in the control group were taught the vocabulary in the treatment using the traditional methods and techniques suggested in the course-book, without using any songs or other supplementary materials. However, the experimental group was instructed through the use of songs which were employed to teach the new words through NLP techniques and principles.A week after each session, a post-test was administered to both the control and experimental groups to observe the effects of the treatment and the differences in the test scores of the students in the control group and the experimental group. The instructions during the treatment were also video-recorded in order to later observe the reactions of the students to the activities and techniques used. At the end of the experiment, a follow-up interview was carried out with the students in order to learn how they felt during the activities and whether they enjoyed the classes.The results revealed that the use of songs, together with the other activities that were applied in the light of NLP, motivated the students to a great extent, so that they participated in the exercises actively and looked forward to seeing the next; and they could remember the meanings of the words taught. The findings also showed that the students in the experimental group received higher marks than those in the control group, by which it can be concluded that songs and activities prepared according to NLP principles and techniques improved vocabulary retention of YLs while learning English.