Enhancing communication skills through interaction the scope of neuro linguistic programming and transactional analysis in english language teaching

Abstract

The present study explores the integration of Neuro Linguistic Programming(NLP) and Transactional Analysis (TA) into English Language Teaching (ELT) toenhance classroom interaction and communicative competence within theinteractionist approach to second-language acquisition. Drawing upon Long’sInteraction Hypothesis, Swain’s Output Hypothesis, and Vygotsky’s SocioculturalTheory, the research conceptualises interaction as the principal medium throughwhich linguistic, cognitive, and affective development occur. It recognises thatIndian tertiary classrooms remain exam-oriented and psychologically restrictive,limiting learner participation and communicative growth.A review of empirical studies on classroom communication identified ten keyinteractional factors such as fear of mistakes, anxiety, self-consciousness,motivation, attitude, initiative, rapport, cultural inhibition, interaction patterns, andinteraction blocks etc .that hinder participation. These insights guided thedevelopment of a validated Interaction Questionnaire and a CEFR-aligned EnglishProficiency Test assessing Listening, Speaking, Reading, and Writing (LSRW). NLPoffered strategies such as anchoring, reframing, and sensory awareness to manageaffective states, while TA provided constructs like ego states, strokes, and lifepositions to foster empathy and balanced communication.Using a quasi-experimental mixed-method design, the study involved 150undergraduates divided equally into NLP, TA, and Control groups over twenty-fourweeks. Quantitative data from pre- and post-tests were analysed through descriptivestatistical tools supported by qualitative reflections. Results showed significantimprovements in interactional indices and LSRW proficiency except Writingespecially for both experimental groups, with NLP > TA > Control in overalleffectiveness. Correlation showed strong positive relationship between interactionaldevelopment and communicative proficiency.The findings show that psychological engagement, affective control, and supportiveinteraction greatly enhance language learning. The study proposes a psycho-interactional ELT model combining interactionist theory with affective-cognitivepractice, providing a replicable framework for humanistic, evidence-basedpedagogy. It recommends teacher training in NLP and TA, inclusion of affectivecomponents in communicative curricula, and policy recognition of emotional andsocial competencies as learning outcomes.