Fostering reading literacy and communication skills in elementary learners: The quasi-experimental study of design thinking model integrated with neuro-linguistic programming

Abstract

Conventional language instruction often emphasizes mechanical comprehension and teacher-centered learning, which may limit learner engagement and communicative confidence. This study examined the effect of a Design Thinking model integrated with Neuro-Linguistic Programming (NLP) on elementary students’ literacy and communication skills. A quasi-experimental, nonequivalent posttest-only control-group design involved 60 fourth-grade students from public elementary schools in Denpasar, Bali, Indonesia, selected through cluster random sampling. Data were collected using literacy tests, communication-skill scales, and expert-validated classroom observation sheets, then analyzed using multivariate analysis of variance (MANOVA). Results showed a significant multivariate effect, F = 18.09, p < 0.001, Wilks’ Λ = 0.612, partial η² = 0.38. The experimental group achieved higher literacy scores (M = 86.47, SD = 6.18) than the control group (M = 78.83, SD = 7.02), as well as higher communication scores (M = 88.10, SD = 5.62 vs. M = 80.37, SD = 6.15). These findings indicate that integrating Design Thinking and NLP can support active inquiry, reflective learning, emotional regulation, and communicative engagement in elementary language learning.