Moderating Effect of Personality on the Relationship Between Neuro-Linguistic Programming (NLP) and Critical Thinking in ESL Learners

Abstract

The present study aimed to explore the impact of Neuro-linguistic Programming (NLP) on critical thinking among English as a Second Language (ESL) learners. Further, it explored the moderating impact of personality traits in the relationship between NLP and critical thinking. A convenience sampling method was employed to collect the data of 300 ESL learners. Moderation analysis revealed that all five personality traits—extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience—moderated the association between NLP and critical thinking among ESL learners. Results suggested a direct correlation between NLP and critical thinking, with NLP also demonstrating positive effects on ESL learners' personality traits. These findings suggest that NLP interventions can enhance critical thinking skills in ESL learners, potentially through promoting positive personality development. The study offers valuable insights for educators and students alike, informing classroom learning strategies and emphasising the importance of individual differences. The study contributes significantly to the field of linguistics, particularly in the context of ESL education.