Integration of Applied Linguistics, Neuro-Linguistic Programming and AI: Interactional Competence in ESL Group Discussions

Integration of multimodal strategies has emerged as a dynamic approach in advancing group discussion skills (GDS) of English language learners, job seekers, and professionals in today's globalised and technology-driven world. This study tested the impact of an integrated multimodal approach of forty hours to advance ESL learners'proficiency in GD skills. The program included ten-hour sessions each of Neuro-Linguistic Programming (NLP) integrated classroom activities, Artificial Intelligence (AI) assisted training, multimedia-assisted sessions, and practical sessions. This study was initiated with the training of two different experimental groups of thirty-seven learners who were chosen, trained and analysed as two groups using a single experimental group design. Post-test questionnaires were used to assess the framework's efficacy after the study and pre-test quantitative questions were used to gauge the learners'baseline GD ability level. Subsequently,qualitative questionnaires were administered to the learners to collect feedback on their learning experiences following the study period. To compare group discussion skills’ scores before and after the test, paired t-tests were used. The learners'test performance after the study showed a substantial statistical difference compared to their learning experiences before the study. They excelled in their final employability viva exams. Two-sample t-tests were conducted to check the impact of the multimodal intervention. The findings demonstrated that the chosen learners'experiences with this model regarding learning GDS were significant. The research confirms that this model can be effectively employed among ESL learners to enhance their GD skills, thereby making them more employable individuals.