This study examines how selected Neuro-Linguistic Programming (NLP) strategies—state management (anchoring), sensory acuity and mirroring, modeling of expert speech, meta-model elicitation, reframing, and future pacing—can be integrated into a task-based EFL speaking curriculum. In a 12-week quasi-experimental study with B2 undergraduates (N = 86), the NLP-informed class outperformed a comparison group on fluency (speech rate, pause behavior), accuracy (error-free clauses), syntactic complexity, listener-rated intelligibility, pragmatic appropriateness, and reported lower speaking anxiety. Interviews suggested that brief anchoring and mental rehearsal improved self-regulation, while modeling and meta-model prompts supported precise formulation and repair. The article presents a classroom model that embeds these routines before, during, and after speaking tasks, emphasizing ethical, evidence-aligned use. Findings indicate that demystified NLP techniques can function as practical micro-scaffolds for speaking development when aligned with established SLA principles.

Neuro-Linguistic Programming, EFL speaking, fluency

Bandler R., Grinder J. The structure of magic. Vol. 1. — Palo Alto, CA: Science and Behavior Books, 1975. — 214 p.

Bandler R., Grinder J. Patterns of the hypnotic techniques of Milton H. Erickson, M.D. — Cupertino, CA: Meta Publications, 1975. — 258 p.

Dilts R., Grinder J., Bandler R., DeLozier J. Neuro-Linguistic Programming: Volume I. The study of the structure of subjective experience. — Cupertino, CA: Meta Publications, 1980. — 325 p.

Thornbury S. How to teach speaking. — Harlow: Pearson Education, 2005. — 156 p.

Levelt W. J. M. Speaking: From intention to articulation. — Cambridge, MA: MIT Press, 1989. — 566 p.

Skehan P. A cognitive approach to language learning. — Oxford: Oxford University Press, 1998. — 324 p.

Swain M. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue // Lantolf J. P. (ed.). Sociocultural theory and second language learning. — Oxford: Oxford University Press, 2000. — P. 97–114.

Dörnyei Z. The psychology of the language learner: Individual differences in second language acquisition. — Mahwah, NJ: Lawrence Erlbaum, 2005. — 270 p.

MacIntyre P. D., Gardner R. C. Methods and results in the study of anxiety and language learning: A review of the literature // Language Learning. — 1991. — Vol. 41, No. 1. — P. 85–117.

Derwing T. M., Munro M. J. Accent, intelligibility, and comprehensibility: Evidence from four L1s // Studies in Second Language Acquisition. — 1997. — Vol. 19, No. 1. — P. 1–16.

Field J. Listening in the language classroom. — Cambridge: Cambridge University Press, 2008. — 366 p.

Richards J. C. Teaching listening and speaking: From theory to practice. — Cambridge: Cambridge University Press, 2008. — 289 p.

Nation I. S. P. Learning vocabulary in another language. 2nd ed. — Cambridge: Cambridge University Press, 2013. — 662 p.

Celce-Murcia M., Brinton D. M., Goodwin J. M. Teaching pronunciation: A course book and reference guide. 2nd ed. — Cambridge: Cambridge University Press, 2010. — 366 p.

O’Connor J., Seymour J. Introducing Neuro-Linguistic Programming: Psychological skills for understanding and influencing people. — London: Thorsons, 1990. — 256 p.

Sharwood Smith M. Input enhancement in instructed SLA // Studies in Second Language Acquisition. — 1993. — Vol. 15, No. 2. — P. 165–179.

Foster P., Skehan P. The influence of planning and task type on second language performance // Studies in Second Language Acquisition. — 1996. — Vol. 18, No. 3. — P. 299–323.

Kang O. Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness // System. — 2010. — Vol. 38, No. 2. — P. 301–315.

Saito K., Lyster R. Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /ɹ/ by Japanese learners of English // Language Learning. — 2012. — Vol. 62, No. 2. — P. 595–633.

Williams J. Focus on form: A critical review // Language Teaching Research. — 2005. — Vol. 9, No. 3. — P. 339–365.