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The purpose of this literature review is to examine various approaches to teaching styles, looking at the teachers’ autonomy and explain their relationship with NLP. In addition, this literature review explores each item separately in an effort to meet researcher’s goals more effectively. Finally, this literature review intends to provide an investigation of prior and current research concerning the influence of each variable on others.
Achieving the goals of the literature review, the researcher gathered information from various sources, including scholarly journal articles, books, and pertinent organizational websites. From sources reviewed, the researcher also examined the reference lists for citations identifying further sources that might be relevant to the current review.
Keyword searches facilitated the finding of articles pertaining to the following terms: teachers’ teaching styles, autonomy, and NLP. The researcher chose these terms in an attempt to target the search to those publications that were most relevant to the research question explored in this study, namely the relationship between teachers’ teaching style, autonomy, and NLP (Neuro-Linguistic Programming).
Researcher has scrutinized definitions and influencing factors, learners’ side: learning styles, strategies, preferences and needs, performance and context, and teaching approaches and methodologies concerning English teaching styles. Second, taking into account Neuro-Linguistic Programming, researcher investigated the history, definition and fundamentals, products and essence. Finally, regarding autonomy, definition, learners’ autonomy vs. teachers’ autonomy and autonomy in language learning setting were surveyed.