The research project presented in this dissertation aims at explaining the nature of the methods of Neuro-Linguistic Programming (NLP) and investigates its potential for learning and teaching. Its starting point is an investigation into how the human learning potential of different languages can be enhanced. Based on a thorough literature review, the dissertation discusses ways towards developing a methodology to assist the recognition of individual's irrational beliefs as to their learning potential. Furthermore, insights based on how brain perception functions during information processing are discussed with the aim of identifying options as to how to stimulate individuals to improve self-esteem and avoid hesitations while corresponding or articulating in a second language. The predicament that some individuals face, despite a certain level of competence as well as expertise, is that they may still hesitate to use this know-how or expertise to their full potential and level of competence. Such reluctance is a generally acknowledged problem.

Based on a reflection of appropriate research designs, the dissertation proposes a set of 10 case studies involving both qualitative as well as quantitative research. Such a mixed-method approach was used because integrated qualitative and quantitative research helps researchers to identify and describe the complex realities of a particular setting and the implications in case studies conducted, an important aspect in the context of NLP-focused research. Apart from pre – and post language assessment and analysis, the 10 case studies presented in this dissertation involve interviews, together with NLP-surveys and REBT-surveys. Voice recordings, questionnaires, and interviews were used. The approach and interventions presented in this dissertation combine and experiment with Neuro-Linguistic Programming (NLP) and rational emotive behavior therapy (REBT) methods.

Results from the NLP and REBT surveys, together with the language assessments, are presented and reflected, and their potential for teaching and learning are discussed. Data collected and reflected on the use of REBT-methods suggest the positive potential of such methodologies for teaching and learning and illustrate the potential applicability of a NLP-based methodology to enhance teaching and learning processes.