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This study attempted to measure the effect of using a suggested training programme based on the most influential Milton model hypnotic language patterns on EFL student-teachers’ motivational language. The study used a pre-test/post-test experimental and control group design. An experimental group and a control group were exposed to pre-post means of getting data (a prepost motivational language test and a pre-post observation sheet). Thirty EFL student-teachers participated in this study. Results revealed a significant improvement in the motivational language of the experimental group students and in their teaching behaviour aimed at using motivational language. Based on these findings, it was recommended that direct and explicit teaching of motivational language by using influential hypnotic language patterns should be integrated into EFL pre-service teacher training curricula. Keywords: Motivational language, Neuro-linguistic Programming, Milton Model |
