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Twenty-five EFL teachers completed two hypnotic suggestion sessions and a self-suggestion training class designed to enhance emotional and cognitive experiences. Pre-intervention interviews captured teachers’ emotional state, and post-intervention interviews assessed changes after the intervention. Content analysis shows significant differences between novice and expert teachers, and highlights a meaningful effect of hypnotic suggestion on teachers’ emotions, cognition, and practice, supporting shifts in perspectives.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/incorporating-hypnotic-suggestion-into-teacher-education-programs-emotional-and-cognitive-implications-for-teachers/593878/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/incorporating-hypnotic-suggestion-into-teacher-education-programs-emotional-and-cognitive-implications-for-teachers/593878.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the focus of the study on EFL teachers?","Question",{"text":112,"@type":113},"The study focuses on how hypnotic suggestion affects teachers’ emotional state and cognitive experiences in their teaching practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the intervention conducted?",{"text":117,"@type":113},"Twenty-five EFL teachers took part in two hypnotic suggestion sessions and attended a self-suggestion training class.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the content analysis reveal?",{"text":121,"@type":113},"Emotional experiences differed significantly between novice and expert teachers, and hypnotic suggestion had a significant effect on teachers’ emotions, cognition, and practice.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593878,1792190789,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"| | Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal ofApplied Linguistics, 2 (3), 1-16 (2019) [https://doi.org/10.29140/ajal.v2n3.174](https://doi.org/10.29140/ajal.v2n3.174) |  |  |\n| Incorporating Hypnotic Suggestion into Teacher Education Programs: Emotional and Cognitive Implications for Teachers |  | |\n| FARSHAD GHASEMI a\u003Cbr>a Kharazmi University, Tehran, Iran\u003Cbr>Email: [ghasemi.f.k@gmail.com](ghasemi.f.k@gmail.com) |  |  |\n| Abstract\u003Cbr>This study is a report on the emotional and cognitive impact of hypnotic suggestion on EFL teachers ’practices. Twenty-five EFL teachers participated in two hypnotic suggestion sessions plus a selfsuggestion training class to enhance their emotional and cognitive experiences. To understand teachers ’emotional state, pre-intervention interviews were used, and post-intervention interviews were employed to assess the effects of the hypnotic suggestion intervention. Through content analysis, we found that the emotional experience of novice and expert teachers differed significantly. Furthermore, the effect of hypnotic suggestion on teachers ’ emotions, cognition, and practice was significant and conducive to change in their perspectives toward hypnotic suggestion programs. Thorough theoretical and practical implications are discussed.\u003Cbr>Keywords: Hypnotic suggestion; Teacher emotion; Teacher cognition; Teacher education; Process model of emotion. |  |  |\n| Introduction\u003Cbr>For three decades, significant contributions to uncovering the effects of teachers ’ cognition and emotion to teaching practices have been widely made under the influence of psychological breakthrough and its developmental perspectives (e.g. , Woolfolk Hoy, 2000; Alexander, 2004; Borg, 2009) . The scope and purpose of the educational and teaching processes have also been heavily modified through the significant impact of psychology. For instance, the effect of teachers ’ beliefs and perceptions on their teaching and practices has been extensively investigated and studied from different perspectives under a bigger umbrella term “teacher cognition”(Borg, 2003, p. 81) . Accordingly, as teachers spend a significant amount of time in the interactive setting of the classroom, which is full of emotions, they have various positive and negative emotional experiences (Sutton & Wheatley, 2003) . Therefore, teaching demands a great deal of emotional labor (Schutz, Cross, Hong, & Osbon, 2007) which directly influences their teaching and their students learning (Cross & Hong, 2012) . Emotions |  |  |\n\nCopyright: © 2019 Farshad Ghasemi. This is an open access article distributed under the terms ofthe Creative Commons Attribution Non-Commercial 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.  \nData Availability Statement: All relevant data are within this paper.  \nhave, also, motivational and regulatory roles (Izard, Stark, Trentacosta, & Schultz, 2008), which affect and guide teachers in employing different emotion regulatory strategies in teaching processes (Gross, 2015). Thus, teachers should learn how to regulate and express their emotions according to a particular situation and appraisal (Sutton, 2004) .  \nFurthermore, emotion regulation is the processes by which individuals consciously or unconsciously“influence which emotions they have, when they have them, and how they experience and express them” and has two broad categories of antecedent-focused and response-focused emotion regulation, which occurs before and after emotions are generated (Gross, 1998, p. 275) . Based on these two categories or process models of emotion introduced by Gross (1998, 2015), five principles of emotion regulation strategies are proposed, including situation selection, situation modific","cbCaimsO3gHPVxRo","https://ap.wps.com/l/cbCaimsO3gHPVxRo","pdf",971565,21,"English","# Abstract\n# Introduction","[{\"question\":\"What is the focus of the study on EFL teachers?\",\"answer\":\"The study focuses on how hypnotic suggestion affects teachers’ emotional state and cognitive experiences in their teaching practices.\"},{\"question\":\"How was the intervention conducted?\",\"answer\":\"Twenty-five EFL teachers took part in two hypnotic suggestion sessions and attended a self-suggestion training class.\"},{\"question\":\"What did the content analysis reveal?\",\"answer\":\"Emotional experiences differed significantly between novice and expert teachers, and hypnotic suggestion had a significant effect on teachers’ emotions, cognition, and practice.\"}]","Incorporating Hypnotic Suggestion into Teacher Education Programs - Emotional and Cognitive Implications for Teachers | PDF",1792078091,53]