“Use of Suggestopedia as an Innovative Strategy for promoting

Effective Reading Comprehension abilities in English at the ESL

level” An Experimental Study

*Kuncham Venkanna
Senior Research Fellow in English,
The English & Foreign Languages’ University, Hyderabad
**Ann Glory P.S
M.A. (English), M.Ed.
Hyderabad
India

ABSTRACT
The main aim of language learning and teaching, in the modern world, is helping learners to
learn and improving the processes of learning. One of the techniques of language teaching,
which is an outcome of the Communicative Language teaching (CLT), is Suggestopedia. The
present article aims to find out the effectiveness of Suggestopedia as an innovative strategy
for enhancing reading comprehension abilities and for promoting effective classroom
practices in an ESL context. The article first lists out the major features of the strategy. It
discusses the role of the strategy for effective language teaching in an ESL/EFL context. The
article presents review of related literature such as concepts, theories and framework for the
study in the next part of the article. This study first presents general reading comprehension
abilities of ESL learners through a pre-test. Later, the paper lists out the impact of the
strategy for enhancing reading comprehension abilities of ESL learners through an
intervention. The results are analyzed, interpreted and discussed by employing appropriate
statistical measures. Finally, the findings of the present study and suggestions for the further
research are presented.

KEY WORDS: Suggestopaedia, Reading comprehension abilities, classroom processes, and

ESL context.

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Introduction
In the twenty first century, English in the ESL/EFL context has become a global language.
The demands made on the users of English in these contexts today are so diverse and focus
on learning how to learn. Additionally, teaching and learning of English in this context is
seen as integrative, experiential, and developmental process for promoting banking
education. As a result, there is a transformation towards methodology and procedures adopted
for effective classroom processes. And, a reflection of these processes should be focused to
have a holistic understanding to adapt an approach in accordance with a local, contextual
factor, while at the same time, being guided by a number of 'macro-strategies' and “rather
than subscribe to single set of procedures (Kumaravadivelu, 1994)”.
A language teacher as a facilitator, it is important to understand various strategies and
practices for 'maximize learning opportunities 'and' promote learner
autonomy'(Kumaravadivelu, 1994). One such innovative strategy is Suggestopedia, which is
humanistic in nature, and views learners from global and holistic perspectives. This strategy,
particularly, emphasizes the affective aspects of learner and learning situation in an effort to
decrease psychological barriers such as tension, anxiety, fear, frustration, inhibition,
boredom, and other factors. This innovative technique of Communicative Language Teaching
has been applied and the studies (Lozanov, 1982: 29), reciprocal teaching (Rosenshine, 1996:
56) and KWL (Know, Want to Know, Learned) (Ogle, 1986: 39) indicate that it was
successful for effective language teaching and learning in the ESL contexts.
Description of the broad area:
Suggestopedia is a teaching strategy which is based on a modern understanding of how the
human brain works and how we learn most effectively. It was developed by the Bulgarian
doctor and psychotherapist Georgi Lozanov who believes that Learning is a matter of
attitude, not aptitude. The term 'Suggestopedia', derived from suggestion and pedagogy, is
often used loosely to refer to similar accelerated learning approaches. It was originally
applied mainly in foreign language teaching, and it is often claimed that it can teach
languages approximately three times as quickly as conventional methods. It is a set of
learning recommendations derived from Suggestology, which Lozanov describes as “a
science … concerned with systematic study of the non-rational and/or non-conscience
influences” that human beings are constantly responding to. It also draws insights from
both yoga and the Soviet psychology. It, from yoga, draws the importance of relaxation of
mind for maximum retention of material. And, from Soviet psychology, the idea “all

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students can be taught the given subject matter at the same level of skill” is drawn
(Richards J.C. and Rodgers T.S., 1986).
It, an innovative strategy of ESL/EFL language teaching and learning, helps learners
eliminate psychological barriers to learning. The learning environment is relaxed and
subdued, with low lighting and soft music in the background where the students just relax
and listen to them being read and later playfully practice language during an “activation”
phase. The effect of this way, the students might feel relax in reading because they do not
feel under pressure to learn in the classroom. When the source of text is narrative, the
students might enjoy reading the text by having a comfortable classroom setting by
hearing the back sound music related to the story and the interesting activity during the
reading class (Lozanov, 1982: 32).
Three treatments which become a source of this innovative strategy such as– music,
relaxation and suggestion – are defined as follows (Lozanov, 1982: 32):
a) Music: Background music (Baroque / Classical music)
b) Relaxation: Progressive Muscular Relaxation exercises were conducted for 5
minutes at the beginning of the lesson suggested by Davis, Eshelman and McKay
(1995).
c) Suggestion: one direct verbal suggestion (e.g. “Learning will be easy for you
today”, Schuster and Gritton, 1986).
Suggestopedia adopts the following four main stages as follows (Lozanov, 1982: 32):
a) Presentation: A preparatory stage in which students are helped to relax and move
into a positive frame of mind, with the feeling that the learning is going to be easy
and fun.
b) First Concert - "Active Concert": This involves the active presentation of the
material to be learnt.
c) Second Concert - "Passive Review": The students are now invited to relax and
listen to some Baroque music, with the text being read very quietly in the
background to bring students into the optimum mental state for the effortless
acquisition of the target language.
d) Practice: The use of games, puzzles, etc. to review and consolidate learning during
the classroom process.
Key Elements of Suggestopedia
According to Stevic (1980: 112) and Jack C. Richards and Theodore S. Rodgers (1986),
some of the key elements of Suggestopedia include:

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  a rich sensory learning environment is needed because the students might feel
better when the teacher include several pictures, statues and even flowers in the
classroom setting.
 a positive expectation of success
 the use of a varied range of strategies: dramatized texts, music, active participation
in songs and games, etc.
 the suggested background music should be adopted according to the theme of the
lesson taught.
 The use of supplementary texts for making language learning interesting and
meaningful is by.
 The themes, environment, objects, and stories focused in the textbook may take
learners to an imaginary world.
 Instead of relying upon the child imagination totally, suggestions can be provided
by way of images, music etc.
 the use of music to get students sit back and relax and to enhance the power of
mind..
 The teacher plays a central role and s/he is the source of all information.
Rationale of the study
In Hawkins’s view “learning collaboratively helps perform better through independent
understanding and also with others precedes and shapes development”. Acquisition may
occur in the second/foreign language classroom transaction when communication is
emphasized through discourses (dialogues, role-play, play of music, setting, etc), through
focused input and focused practice (Krashen, 1982). According to Stenhouse, Tharu, and
et al, the classroom processes have to be meaningful, flexible, adaptable and relevant
rather than doing step 1 and step 2 and step.3, etc. Additionally, the classroom
(transactional) processes should bring about changes in learners, and help learners with the
process of how to learn (Rogers, C. 1983).
Like Community Language Learning and the Silent Way Method, Suggestopedia is an
innovative method that promises great effective language learning results and by using this
strategy one can teach languages approximately three to five times as quickly as
conventional methods (Lozanov). Hence the use of suggestopedic techniques can initiate
higher success and greater productivity in language learning process. by emphasizing both
mental and physical relaxation, and making learning a joyful experience. An experienced
professional language teacher always adopts an eclectic approach that selects from all
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 techniques and applies the most appropriate strategies based on learner’s specific
objectives, learning styles and contexts. Therefore the purpose of the present study is to
assess the effectiveness of Suggestopedia on the reading comprehension abilities in
English at secondary level.
Objectives of the study:
The following are the few objectives of the present study. They are:
1. to enhance Reading comprehension levels of English at secondary level.
2. to enhance learners’ language abilities in English at secondary level.
3. to enhance effective performance levels in English at the secondary level.
4. to enhance effective classroom processes at the secondary level.
Research questions
1. Does the use of the Suggestopedia enhance higher reading comprehension abilities at
the ESL context?
2. Does the use of the Suggestopedia enhance learners’ language abilities at the ESL
context?
3. Does the use of the Suggestopedia enhance performance levels at the ESL context?
4. Does the use of the Suggestopedia enhance effective classroom processes at the ESL
context?
Hypotheses
1. There is a significant impact of the use of Suggestopedia on reading comprehension
levels in English at secondary level.
2. There is a significant impact of the use of Suggestopedia on learners’ language ability
in English at secondary level.
3. There is a significant impact of performance levels after the post-test at the secondary
level by using Suggestopedia.
4. There is a significant difference in the classroom processes after the post-test at the
secondary level by using Suggestopedia.
Literature review
Study: I
Source Issues tested Subjec Task Findings
ts

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Sity Structural forty the SOLOM 1. the significant increase
Djuhariah, parallels Germa (Student Oral from the average score of
Clarry Sada, between n Language reading comprehension
Dewi music and studen Observation Matrix, within the two cycles
Novita, language; ts Dept of Edn, 1981); (cycle 1 and 2);
(2012) • ways in the Yopp-Singer 2. the achievement score
which music Test of Phoneme was 63 for cycle 1 and 86
impacts the Segmentation, 1995; for cycle 2
affective and the DRA 3. Suggestopedia method
state; and (Developmental can improve the students’
• the cognitive Reading reading comprehension
processing of Assessment, by of narrative text in
music and Beamer, 1997) teaching and learning
language. twice a month process, particularly on
the aspect of finding the
main ideas (moral value)
Study: II
Rama The Effect of Grade Reading 1. a significant
Sujaya Background Music Eight comprehension test difference in
( 2013) and Gender SMP in the form of reading
Differences on Negeri 4 multiple choice; comprehension
Students’ Reading Denpasa between the
Comprehension r two statistical students who were
methods are treated by using
descriptive and background music
inferential and the students
statistics. who were not
treated by using
background music.
2. a significant
difference in
reading
comprehension
between female

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 and male students
3. a significant
interaction
between the
background music
and gender
differences
towards the
students’ reading
comprehension.
4. a significant
difference between
female students
who were treated
by using
background music
and female
students who were
not treated by
using background
music in their
reading
comprehension.
5. no significant
difference between
male students
(treated by using
background music)
and male students
(not treated by
using background
music) in their
reading
comprehension.

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Study-III

Nopiyanti Teaching English Eleven quantitative method mean score of pretest

MS speaking using (11) pre-experimental was 71.80, mean
Suggestopedia fourth design with one score of posttest was
method grade group pretest and 85.81, the t observed
students posttest design; was 3.53 and the t
of pretest and posttest table with degree of
Sekolah freedom (df)10 and
Mutiara level significance at
Nusanta 5% was 1.81.;
ra Teaching English
Speaking Using
Suggestopedia
Method was effective
to improve students’
ability in speaking
Study- IV

correlations 34 a vocabulary test in significant correlation

Douglas and between musical female the pretest, posttest between rhythm
Willatts abilities and students and delayed performance and both
(1994) reading enrolled posttest. reading and spelling;
achievement by at Abrar overall significant
measuring English It consisted of 30 improvement in
vocabulary, institute multiple-choice reading was apparent
reading, and in items which was in students exposed to
spelling as well as Gorgan, chosen from the music compared to
some musical skills Iran book back pack 2 the control group;
music instruction can
lead to an
improvement in
reading

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Study: V

De Groot the effects of three Sixty- learning concepts differences between

(2006) stimulus variables four L1- for six times; memory
and background FL pairs followed by a recall representations of L1
music on paired- test after the words;
associate learning second, fourth, and differences in the
of foreign language sixth learning phonological coding
(FL) vocabulary. round. enabled by the FL
words; and
individual learner
differences.

more FL words were

learned in the music
condition than in the
silent condition.

Study: VI

The Effect of two A passage with an Performance on

Nasser Classical Music on groups interesting topic reading
Rashidi the Reading of male (i.e. The Race of comprehension tests
(2011) Comprehension of EFL Man) is chosen significantly

Iranian Students learners from MAN AND HIS improved when

background music
age (17- WORLD by Patricia
was playing;
21), Milgrim. It includes
58% of the 245 8th
Each 20 multiple-test
and 9th graders taking
group items.
part in the study
consists
showed an increase in
of 30 a DVD-player to
scores on the Nelson
students broadcast the
silent reading tests.
same music (Mozart) at

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 level of 50 decibel or dBA
proficie
ncy ;
studying
at the
Adult's
High-
interme
diate 3

Review of studies:
Reading Comprehension- Operational definition
Reading is the process of constructing meaning through the dynamic interaction among
the reader's existing knowledge, the information suggested by the written language, and
the context of the reading situation (Wixson and Peters, 1984). A conceptualization of
reading, as an interactive process in which the reader brings to the task a wealth of
knowledge and experiences, involves a process of recognizing both the linguistic symbols
such as words, phrases and sentences and receiving the central idea of a text or a
paragraph (West M, 1953). Reading involves the identification and recognition of printed
or written symbols to build up meaning through past experience and further the
construction of new meaning are organized within thought processes (Miles and Collogue
in Marrioti and Homan, 2005: 27). Comprehension is the act or action of grasping an idea
with the intellect understanding.” In this theory, reading can be meaningful if the students
can comprehend the text well (Richards, Plat and Webber 2001: 46). Reading
comprehension involves interpreting text and constructing meaning in light of this
background knowledge, and within a social context that helps to determine the readers'
goals, purposes, and expectations.
The purposes of reading comprehension as follows (Shaw in Marrioti and Homan):
• to gain and understand accurate information and ideas,
• to recognize organization and style,
• to interpret what is real in the term of personal experience and
• to analyze and evaluate.

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 There are four levels of comprehension in order to have depth and analysis of
understanding (Smith in Westwood, 2001) and Berry, 2005), they are:
1. Literal level: At this level the basic facts are understood. The questions can be
answered by reading the text at glance, because the answers directly stated in the
text.
2. Inferential level: At this level the reader is able to go beyond what is written on
the page and add meaning or draw conclusions. The questions could be answered if
the reader understands the whole text well. The answers are not stated directly in
the text, but they are often implied in the text.
3. Critical level: At this level the reader assesses the good sense of what he or she is
reading, its clarity, accuracy and any apparent exaggeration or bias.
4. Creative level: At this level the reader can take information or ideas from what
has been read and develop new ideas from them. This level stimulates readers to
have new and original thinking.
Methodology
The data of the study were analyzed by using Experimental Research Method. This
research used qualitative and quantitative pre- experimental design. The experimental
study is used to find the cause and effect relationship between variables. It was adopted to
measure the difference in performance in pre-test and post-test contexts which would help
in understanding effective use of Suggestopaedia of teaching English language at the ESL
context.
Variables of the Study:
Independent variable: the use of Suggestopedia
Dependent variable: Reading Comprehension abilities, Learners’ language abilities,
Performance levels and classroom processes.
Target group and sub-sampling:
The populations of this study were students of Rockwoods High School, located at
Domalguda in Hyderabad. The participants included in this study were the secondary
school students of Rockwoods High School and the same population of Secondary School
students (40) was included in both pre test and post test. The same sample was used for
both pre-test and post-test with different tasks. The study was conducted at. This school
(Rockwoods High School) was taken up for the study as it provided an opportunity to
conduct the study and to collect pre-test and post-test data relevant to the researchers.

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Research Design
The design of the study used one group pretest and posttest design. (Hatch and Farhadi,
1982:19) stated, the research is pre-experimental design. This study is undertaken “to
assess the impact of using Suggestopedia on the reading comprehension abilities in
English at Secondary school level.” The pre-experimental research method is adopted to
carry out the study. The data was collected from Rockwoods High School Domalguda,
Hyderabad. The sample size of the study is forty (40) it is a one group pre-test and post-
test for ninth class students. The basis for the study was a couple of sessions conducted
wherein two different English prose text lessons were taken for ninth class students. First
the pre-test task was taught with normal class teaching. After the class, a test was
administered and evaluated. Second for the posttest another prose lesson was taught using
Suggestopedia method with back ground music, exercise and suggestions and a test was
administered to evaluate the Reading Comprehension abilities of the secondary school
level students.
Procedures for data collection:
The study was divided into two phases i.e. pre-test and post-test. In the first phase, the
researcher gave the text from the prose lesson and taught them. At the end of the three
sessions of (each 45 minutes), data was collected in the form of test to check their Reading
Comprehension abilities in English and learners’ language abilities. In the second phase,
Suggestopedia method was applied using background music, relaxation exercises,
suggestions and one prose text. After teaching another prose lesson for three more sessions,
another test was administered to check the intended objectives of the study. The session
turned out to be quite an interactive session where active participation from the students was
observed. After the treatment in the second session the next day was the third session again
the background music was played while they were reading the text, and relaxation exercises
was conducted, positive suggestions were given. At the end of the third session a post-test
was conducted, the students were given the task with the four (4) multiple choice questions
(see appendix) to examine their Reading comprehension abilities, language abilities, and
performance levels.
Task used for the study:
Based on the levels of comprehension, the researcher designed a test to measure the level
of comprehension because in the text, the students are expected to understand the content
of the text, to judge the value or find the moral value of the story. A narrative text is
organized by using story grammar. Story grammar is the knowledge of how stories are

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 organized with the beginning of the story containing the setting, characters, and character
problems. The middle of the narrative is organized around the plot. The plot includes a
series of episodes that are written by author to hold our attention and build excitement as
the story progresses. The plot contains an initiating event, the event that tells the main
character on the series of events to solve the problem. The excitement builds until the
climax, the high point in the story where the problem is solved. In this study, the
researchers used Suggestopedia for improving the students’ reading comprehension
through a narrative text.
For the data collection a questionnaire with four multiple choice questions for the pre-test
and post-test, it consists of 30 questions out of which 14 questions were testing the level of
understanding the text and testing the language ability and 16 questions were on the
reading comprehension.
Data Interpretation and Analysis:
For the present study the researchers have selected reading comprehension passages, two
tests on the prose texts (for the pretest task and post-test task), a questionnaire to the
teachers as the tool to gather data. The researchers prepared two reading comprehension
tasks based on lessons taught (see appendix) for the present study. A checklist is designed
to the in-service teachers at the ESL level in order to find out effective processes of
teaching and learning.
The data of this study were analyzed using experimental method. After the data were
collected, the data were analyzed by following steps: first, the main data obtained from the
pre-test and post-test were identified and analyzed. Second the researcher evaluated the
results of pre-test and post-test undertaken by the students. Third, the researcher found out
the students level of reading comprehension. Fourth, the researchers found out the students
performance in the classroom. The last, the researcher found out the students mean scores.
The mean scores showed the level of improvement achieved by the students after
following teaching and learning process through the implementation of Suggestopedia. At
the same time t- test score was also calculated to understand the significant difference in
language learning and abilities of reading comprehension and performance levels in
English of secondary school students. A checklist was administered with two point scale
(Yes/No) to the in-service teachers at the ESL level in order to find out effective
classroom processes of teaching and learning English.

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Statistical Approach And Analysis
The data collected formed a basis for analysis using t-test as it was a paired sample of one
group. Mean (m) and Standard Deviation (SD) are used to interpret and compare the
difference both in individual and overall perfromance in English language after the
application of Suggestopedia. The use of t-test helped in understanding the difference
between the pre-test and post-test and difference in various components of English
language as it compares the performance of the group with a known scale of evaluation.
The interpretation at the end of each table provides inferential analysis of the statistics and
provides valid arguments for accepting or rejecting the said hypothesis.
Hypothesis: I
 Research Hypothesis: There is a significant difference in the performance levels of
pre-test and post-test in English at the secondary level by using Suggestopedia.
 Null Hypothesis: There is no significant difference in the performance levels of pre-
test and post-test in English at the secondary level by using Suggestopedia.

Table I: Comparison of Pre-test and Post-test

N Mean Standard Deviation t-Score Level of Significance

Pre-test 40 19.2250 2.92195
13.96 0.05
Post-test 40 26.1000 2.36209

df = 39 , t value = 2.02

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Interpretation:
 There is a significant difference in the performance levels of post-test of
Suggestopedia which is indicated by the Mean (m=19.2250>m=26.1000).
 The Standard Deviation of the pre-test is higher than the Standard Deviation of post-
test the variation of the standard deviation is (SD) =2.92195 > SD=2.36209
 The obtained t-value is (13.96 at df = 39) greater than the table value (2.02) at 0.05
level of significance therefore the null hypothesis is rejected. And the research
hypothesis “there is a significant difference in the performance levels of pre-test and
post-test in English at the secondary level by using Suggestopedia is accepted”.
Hypothesis: II
 Research Hypothesis: There is a significant impact of the use of Suggestopedia on
reading comprehension abilities in English.
 Null Hypothesis: There is no significant impact of the use of Suggestopedia on
reading comprehension abilities in English.
Table II: Comparison of Reading Comprehension abilities Pre-test and Post-
test
N Mean Standard Deviation t-Score Level of Significance
Pre-test 40 10.0250 1.40489

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 13.82 0.05
Post-test 40 13.4500 .67748

df = 39 , t value = 2.02

Interpretation:
 There is a significant difference in the performance levels of post-test of
Suggestopedia method which is indicated by the Mean(m=10.0250>m=13.4500).
 The Standard Deviation of the pre-test is higher than the Standard Deviation of post-
test the variation of the standard deviation (SD=1.40489>SD=.67748).
 The obtained t-value is (13.82 at df = 39) is greater than the table value (2.02) at 0.05
level of significance. And therefore the null hypothesis is rejected. And the research
hypothesis “there is a significant impact of Suggestopedia on reading comprehension
levels of pre-test and post-test in English at the secondary level by using
Suggestopedia is accepted”.
Hypothesis: III
 Research Hypothesis: There is a significant impact of the use of Suggestopedia on the
proficiency levels of English.
 Null Hypothesis: There is no significant impact of the use of Suggestopedia on the
proficiency levels of English.

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 Table III: Comparison of proficiency levels of Pre-test and Post-test
N Mean Standard Deviation t-Score Level of Significance
Pre-test 40 9.2000 2.22111
7.716 0.05
Post-test 40 12.6500 2.19030
df = 39 , t value = 2.02

Interpretation:
 There is a significant difference in the performance levels of post-test of
Suggestopedia method which is indicated by the Mean(m=9.2000>m=12.6500).
 The Standard Deviation of the pre-test is higher than the Standard Deviation of post-
test the variation of the standard deviation (SD=2.22111>SD=2.19030).
 The obtained t-value is (7.716 at df = 39) is greater than the table value (2.02) at 0.05
level of significance therefore the null hypothesis is rejected. And the research
hypothesis “there is a significant impact of the use of on the proficiency levels of
English at the secondary level by using Suggestopedia is accepted”.
Hypothesis: IV
 Research Hypothesis: There is a significant difference in the classroom processes
before the pre-test or after the post-test at the secondary level by using Suggestopedia.
 Null Hypothesis: There is no significant difference in the classroom processes before
pre-test or after the post-test at the secondary level by using Suggestopedia.

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 Interpretation:
 There is a significant difference in classroom processes after the post-test treatment
because the learning environment was effective and interactive with the light music
throughout the lesson.
 When learners are placed in a relaxed atmosphere their concentration levels increases.
Learners can concentrate more in the lesson which the teacher taught in the class and
with music retention and recall levels increases. So, they performance levels are high
in post-test than pre-test.
 Hence it is concluded that classroom environment changes when the learners are
placed in a relaxed atmosphere where their level of reading increases. Therefore the
null hypothesis is rejected and research hypothesis “there is a significant difference in
the classroom management after the post-test at the secondary school level by using
Suggestopedia” is accepted.
 There is a significant difference in classroom processes after the post-test treatment
because the learning environment was effective and interactive with the light music
throughout the lesson. Learners are placed in a relaxed atmosphere to concentrate.
Overall Interpretation:
 There is a significant impact of the use of Suggestopedia on reading comprehension
abilities.

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  There is a significant impact of the use of Suggestopedia for enhancing learners’
language abilities in English.
 There is a significant difference in the performance levels of pre-test and post-test in
English at the secondary level by using Suggestopedia.
 There is a significant difference in the classroom processes before the pre-test or after
the post-test at the secondary level by using Suggestopedia.
The results indicate that the use of Suggestopedia enhances reading comprehension abilities,
learners’ language abilities and performances levels through effective classroom processes.
And it is effective in comparison to any other innovative strategies at the school level. Hence
in order to be at par with the local and global changes and to ensure effective teaching and
learning, teachers need to be abreast with the post-modern strategies such as Task based
language teaching, bottom-up process of teaching learning, Learner-centeredness, teacher as
a classroom researcher to yield best results.
Findings and discussion:
Based on the results of the study, the researchers try to conclude some findings. They are:
 The results of this study show that the use of Suggestopedia could improve reading
comprehension abilities at the ESL context effectively. The mean of post-test (26.10)
is greater than the mean of pretest (19.22) indicates that it helps learners improve
interest, confidence, and performance levels in English at ESL contexts. The
difference between the two means (pre-test and post-test) is significant, as shown by
the t-observed value (13.96) is higher than the t-critical value (2.02).
 The use of Suggestopedia method in teaching reading comprehension can influence
both students and the teacher
o The students enjoy teaching and learning activities given by the teacher because the
setting of the classroom made them feel comfortable.
o The suggested use of music and dramatized texts help them concentrate and students
will experience sensation of controlled relaxation.
o The results also directly indicate that the use of suggestopaedia removes most of the
psychological barriers of learners and instill in them the qualities of achievement
motivation, interest towards the classroom processes, and for active participation for
better teaching learning.
o The results indicate that applying Suggestopedia method to teach reading
comprehension in English to secondary school students does bring about a positive
change in learners.

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 o The results show that rather than sticking to a particular method of teaching which
might not yield much results, it is better to switch between different methods as and
when required to maximize the learning and produce better results.
o The results show that rather than sticking to a particular method of teaching which
might not yield much results, it is better to adopt different innovative strategies to
maximize learning processes and to enhance learners participation.
Suggestions
The following are a few suggestions for using Suggestopedia at the ESL/EFL contexts:
o The teacher must have a good preparation in selecting the text material for the
students
o The background music that used in this method must be in soft instrumental music
like Baroque music, Classical music
o Reading comprehension is a process that needs more time in which the students can
practice their reading with their partners more.
o The teacher should be creative in creating the classroom atmosphere and using the
media to attract student’s interest in learning the language.
o It is highly suggested to other English teachers to use background music in reading
comprehension activity.
o The inclusion of innovative strategies should be included both in Pre and In-service
teacher education programmes in order to enhance both learner and teacher autonomy
for effective classroom processes.
o The inclusion of innovative strategies (Suggestopaedia) should be included both in
Pre and In-service teacher education programmes in order to achieve both cognitive
and affective development of learners.
o The use of Suggestopaedia and other innovative strategies help teachers become
classroom researchers by understanding the needs of learners and support for learners’
language development.
Conclusion:
For improving qualitative standards, the teachers who are the actual practitioners have a
greater role in it. The ultimate success of any classroom learning depends crucially on the
effectiveness of the teacher and his/her abilities to handle various strategies for effective
teaching and learning. It is the teacher who provides the important link between the students
and the curriculum. A class teacher often comes across some typical situations that upset
his/her peace of mind and hinder the smooth progress of the transactions in the school.

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Hence, the entire classroom transaction is affected by the teacher behavior, learner
performance, or the classroom atmosphere in the class. Every teacher in any class irrespective
of the subjects at the school level, s/he runs across a few problems during the classroom
transaction. It is very important to any teacher to be aware of the common existing problems
in the classroom so that, s/he can solve those problems by adopting innovative strategies.
Hence in order to be at par with the changes and to ensure quality education is imparted,
teachers need to be abreast with the new method, approaches, techniques of teaching and
should be applying them whenever required to yield best results.
Limitations:
The results though indicated positive changes are subject to limitations. The research was
carried out on ninth grade students. The study in general is an indicative of the learning
curve of secondary school students who are taught using English as a medium of
instruction. The study was conducted over a limited period where it did not provide ample
time to study student’s performance over a period of time. Additionally, the study is
limited to assess the impact of using Suggestopedia on the reading comprehension levels
in English at Secondary level.

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References:
1. Berry, James. (2005). Levels of Reading Comprehension. Viewed 27 july 2011,
available at: http;//www.sc4.edu.
2. Berry, James. (2005). Levels of Reading Comprehension. Viewed 27 july 2011,
available at: http;//www.sc4.edu.
3. Brown,H. Douglas. 1994. Teaching by Principles: An Interactive Approach to
Language Pedagogy.San Francisco: Prentice-Hall, Inc.
4. Douglas Brown (1987). Principles of language learning and teaching. Englewood
Cliffs, New Jersey, Prentice Hall
5. Harmer, Jeremy. 2001 The Practice of English Language Teaching. 3rd Edition.
Person Education Limited,
6. Lozanov, G. 2005, Suggestopaedia – Desuggestive Learning; Saint Kliment Ohridski
University. Publishing House
7. Lozanov, G. 1978, Suggestology and Outline of Suggestopedia, Gordon and Breach,
New York, London, Paris
8. Lozanov, G. 1982. Suggestology and Suggestopedia, New York
9. Lozanov, Georgi. Suggestology and Suggestopedy. http://lozanov.hit.bg/ 4/30/2006
10. Mohanraj S. (2014) B.Ed: Methods of Teaching English. Telugu akademi.
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Teaching (2nd ed.). Cambridge: Cambridge University Press
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language teaching: A description and analysis. Cambridge: Cambridge University
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13. Westwood, Peter. (2001). Reading and Learning Difficulties. Victoria: Acer Press.
14. Other sources: Wikipedia – Suggestopedia
15. http://ctsp.tamu.edu/videos/videos07/toolbox/accommodations/Classroom%20Manag
ement%20Checklist.pdf
16. http://www.slideshare.net/dohamohammad92/suggestopedia-27375067
17. http://methodsofteachingandlearning.blogspot.in/2011/02/learning-is-matter-of-
attitude-not.html

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