The power of suggestion to alter the performance of EFL students in a listening exercise

Abstract

This paper focuses on the study of the influence of suggestion on B2.2 learners of English as a Foreign Language (henceforth, EFL) when doing a common listening exercise, showing the power of suggestive statements to alter their results. It demonstrates the connection between suggestion, one’s expectations and self-efficacy beliefs and how it is possible to obtain changes in EFL students’ experience and outcomes in class by means of such connection. The results of this research demonstrate the benefits of neutral and positive suggestive statements to improve students’ listening skills. These results also prove the detrimental effects negative suggestions exert on students’ achievements in a listening exercise.