INTRODUCTION
Rationale for the study
English is the most essential global language, serving as a vital communication bridge between people from diverse countries, societies, and cultures Its significance is underscored by Vietnam's membership in ASEAN since 1995 and the WTO since 2006, which has attracted numerous foreign investors and businesses This influx has led to rapid economic development, increased commercial cooperation, technological advancements, and cultural exchanges, thereby creating a pressing demand for English proficiency in Vietnam.
The increasing demand for English proficiency in Vietnam highlights the importance of effective teaching and learning strategies Vocabulary is a fundamental component of language acquisition, yet many students struggle with it, hindering their ability to comprehend texts and communicate effectively As Cameron (2001) emphasizes, a strong vocabulary foundation is crucial for mastering the four key language skills Teaching English as a second language requires patience and careful planning, with engaging activities essential for maintaining student interest Younger learners have a remarkable capacity for language acquisition, as noted by Crain (2005), making early childhood an optimal time for language development In our globalized world, foreign language skills are increasingly vital, underscoring the need for tailored educational programs that address the distinct learning styles of both children and adults, as highlighted by Ellis (2008).
In Vietnam, traditional methods of teaching English vocabulary, such as translation and repetitive practice, often fail to engage students effectively At Luong Ngoc Quyen Primary School, learners struggle with vocabulary acquisition due to these outdated techniques To enhance the learning experience, teachers are exploring more engaging methods, recognizing that students grasp vocabulary more readily in enjoyable contexts One promising approach is the Total Physical Response (TPR) method, which emphasizes the connection between speech and action, as outlined by Richards and Rodgers (2001) TPR eliminates traditional texts, instead utilizing songs, games, and stories that involve physical activity, thereby capturing the attention of young learners This technique not only makes learning English more appealing but also fosters positive attitudes towards the language among primary students.
The writer selected Total Physical Response (TPR) as a method to enhance vocabulary acquisition for young learners, believing it effectively aids in memorization TPR games engage children and motivate them to participate actively in learning English vocabulary Throughout the teaching process, the researcher observed that these games facilitate quick language acquisition, as students mimic the teacher's actions within a familiar and memorable context.
For all the reasons mentioned above, the researcher chose the title for this thesis
“Using Total Physical Response to improve vocabulary for the pupils of grade 4 atLuong Ngoc Quyen Primary School” in the school year 2019-2020.
Aims of the study
This study focused on enhancing the English vocabulary of fourth-grade students through the implementation of the Total Physical Response (TPR) method in teaching It also aimed to assess the effects of TPR on young learners' acquisition of English vocabulary.
Research questions
With the purposes mentioned above, the research questions were:
1 How can TPR improve vocabulary for 4th grade pupils at Luong Ngoc Quyen Primary School?
2 How are the pupil’s responses to learning vocabulary through TPR?
Scope of the study
The researcher, with five years of experience teaching English to fourth-grade students at Luong Ngoc Quyen Primary School in Thai Nguyen City, focused on enhancing vocabulary through various techniques For her thesis, she specifically concentrated on the Total Physical Response (TPR) method, aiming to assess students' perceptions and feelings after its implementation Conducted during the second term of the 2019-2020 school year, this action research involved a systematic process of planning, executing the action, observing the outcomes, and reflecting on the results.
Structure of the study
This study was divided into five chapters They were:
Chapter I - Introduction - provides the rationale for the study, aims of the study, research questions, scope of the study and structure of the study.
Chapter II - Theoretical background - provides the theoretical background of the study, namely basic knowledge about English vocabulary and vocabulary learning; TPR method in generally and in teaching and learning vocabulary.
Chapter III - Methodology - describes the methods used for this study, data collection instruments, data collection procedures and data analysis procedure.
Chapter IV - Finding and discussion - presents, analyzes and discusses the results collected In this chapter, the answer for the research question is found.
Chapter V - Conclusion - summarizes the main issues of this paper, giving the limitations, pedagogical implications of the study and suggestions for further studies.
LITERATURE REVIEW
Young Learners and Their Characteristics
When teaching English to young learners aged six to ten, educators must recognize their unique characteristics, as these children are often more enthusiastic and lively than older students According to Halliwell, children find joy in discovering and creating fun in their activities, preferring play over traditional study methods If vocabulary is taught using conventional techniques, students may quickly lose interest (Halliwell, 1992, p 3-5) To combat this, Total Physical Response (TPR) can effectively capture their attention However, lengthy and challenging exercises can diminish their motivation Therefore, teachers should incorporate engaging and enjoyable activities, such as team or individual games and physical exercises, to keep students actively involved and excited during class.
According to Scott & Ytreberg in "Teaching English to Children," children aged five to seven begin to express themselves by discussing their activities, planning, and articulating their thoughts with logical reasoning They utilize their vivid imagination and employ various intonation patterns in their native language Additionally, they can comprehend direct human instructions While young children often enjoy solitary play, they also thrive in social interactions with peers.
According to Ur (1996), children acquire language more effectively and quickly than adults due to their self-reliance, particularly in pronunciation Their rapid learning is largely attributed to their ability to immerse themselves in foreign environments However, this ideal learning experience relies heavily on the support and engagement provided by teachers and those around them Therefore, teachers play a crucial role in fostering motivation and enthusiasm in young learners through active and engaging activities.
Young learners are quick to develop and absorb information through observation, listening, imitation, and hands-on experiences (Slattery and Willis, 2001) They adeptly mimic sounds and often speak like adults, disregarding grammar rules as they interpret situations from their perspective and express their thoughts spontaneously Their natural curiosity drives them to explore and imagine, while their love for physical activities and gestures aids in vocabulary comprehension Therefore, it is essential for teachers to engage students with innovative teaching methods, as traditional approaches may lead to boredom and disengagement.
Young learners are more engaged in learning English through videos, music, and interactive activities, prompting teachers to adopt diverse methods to enhance student participation These young learners excel at imitating sounds and activities, making them more receptive than older students Effective classroom strategies include using pictures, stories, and games, which cater to various learning styles by incorporating visual, auditory, and kinesthetic elements Consequently, incorporating Total Physical Response (TPR) games in English lessons can significantly boost engagement and language acquisition.
Vocabulary and vocabulary learning
Vocabulary is a fundamental component of language, as it conveys human ideas and experiences while aiding in the development of language skills Hirai (2010) emphasizes that vocabulary is essential for language development, while Hatch and Brown (1995) define vocabulary as a collection of words specific to a language or used by individual speakers They further highlight that vocabulary operates within an alphabetical order system.
According to Kim and Kim (2012), vocabulary serves as the foundation of communication, making it essential to explore diverse teaching styles that encourage students to acquire vocabulary without negative feelings A strong vocabulary is crucial for constructing sentences that facilitate fluent interactions and clear understanding in communication Without vocabulary, expressing ideas, emotions, and desires becomes challenging In summary, vocabulary is a vital tool for effective communication.
Vocabulary is defined as the collection of words in a specific language, serving as a fundamental element of language proficiency It encompasses various aspects, including word meaning, usage, and form.
2.2.2 The importance of vocabulary in teaching and learning foreign languages
Vocabulary is essential in language teaching and learning, as a rich word bank enhances learners' abilities in listening, speaking, reading, and writing According to Tozcu and Coady (2004, p 473), vocabulary acquisition is crucial for mastering a second or foreign language, contributing significantly to academic success and reading comprehension.
According to Rivers, as cited by Nunan (1991), acquiring a sufficient vocabulary is crucial for success in second language learning, as students cannot effectively use language structures and functions without it While grammar is important, vocabulary development is even more essential for teaching English to young learners With a solid vocabulary, students can create numerous sentences and express their ideas more freely Consequently, teachers should prioritize introducing vocabulary in each lesson, emphasizing the importance of learning vocabulary items for effective communication.
According to Nasr (1972, p.12), teaching vocabulary in real-life contexts is essential for enhancing learners' understanding and fluency Traditional methods of vocabulary instruction often fail to engage students, leading to a loss of focus during lessons Consequently, educators must be mindful of incorporating innovative teaching strategies to effectively explain vocabulary to students.
In grade 4, it is essential to introduce vocabulary in a way that is manageable for young learners, enabling them to retain a significant number of new words Teachers can enhance vocabulary acquisition by incorporating various physical activities to effectively illustrate the meanings of the words.
Total Physical Response
2.3.1 The definition of the Total Physical Response method
Total Physical Response (TPR) is an innovative language teaching method developed by Dr James J Asher in 1977, focusing on the integration of speech and physical activity This approach prioritizes the learner's ability to hear and comprehend the language before encouraging them to produce speech, making language acquisition more engaging and effective By emphasizing action, TPR fosters a deeper understanding of the language through active participation.
Children learn their first language primarily through listening, which is often accompanied by physical responses such as reaching and moving The professor emphasized the importance of right-brain learning, suggesting that motor activity should precede left-brain language processing He recognized that traditional language classes often induce anxiety and aimed to create a more stress-free environment where learners feel comfortable In a Total Physical Response (TPR) classroom, students engage in extensive listening and acting, with the teacher acting as a director guiding the students in their performance.
Total Physical Response (TPR) is an instructional approach that mimics the natural way children acquire their first language through interactive 'language-body conversations' with their parents In these exchanges, parents give simple commands like "Look at mummy" or "Give me the ball," prompting the child to respond physically This process continues for several months, allowing the child to absorb language sounds and patterns before they begin to speak Once they have internalized enough language, children spontaneously start to reproduce it TPR aims to replicate this immersive learning experience in the language classroom, enhancing language acquisition through physical response and engagement.
The Total Physical Response (TPR) teaching method emphasizes the natural order of language acquisition, prioritizing listening, speaking, reading, and writing It asserts that language is acquired through an unconscious process focused on meaningful communication, rather than learned through conscious rule memorization TPR minimizes the use of the learner's mother tongue and clarifies meaning through actions and visuals, fostering a low-anxiety environment that builds self-confidence This method leverages both hemispheres of the brain, with the right hemisphere facilitating abstract thinking and the left hemisphere supporting image-based thinking By immersing students in real-life contexts and encouraging sensory engagement, TPR aims to enhance listening skills first, followed by speaking and writing abilities Key characteristics of the TPR method include its focus on comprehension and the integration of physical movement in language learning.
1) Taking listening as the leading activity in the classroom.
2) If they have done much preparation work, we should allow students to take part in activities.
3) Students should improve their comprehension ability through the body’s response to language.
4) Teaching should pay more attention to meaning rather than form, so that students can reduce the tension.
5) It helps to cultivate students’ real communicative competence.
6) After using TPR teaching method, students can maintain long-term clear memory after a period of time It plays a significant role in primary learners’ long- term memory.
7) It has a higher recall rate TPR teaching method can make learners recall more often after gaining the knowledge.
2.3.3 Application of TPR in language classroom
2.3.3.1 Designing learning activities in accordance with TPR
Effective English teaching activities for young learners often include Total Physical Response (TPR) techniques, which utilize the imperative mood to engage students Commands such as "Open the window" or "Pick up the book" encourage movement and participation without requiring verbal responses As students progress, more complex instructions like "Draw a rectangle on the chalkboard" are introduced, along with humorous commands to maintain interest Interrogative forms are also incorporated, allowing students to respond non-verbally to questions like "Where is the book?" Over time, this approach fosters confidence, enabling students to provide verbal answers and ask their own questions, creating a dynamic learning environment.
In the classroom, the teacher assumes a parental role by initiating commands with words or phrases, such as "jump" or "look at the board," while demonstrating the corresponding actions After a few repetitions, students are encouraged to vocalize the command as they perform the action Once they gain confidence, they can direct their peers or the entire class This interactive approach is enhanced when students form a circle around the teacher, allowing them to move around while engaging in the activity.
Teachers can enhance children's vocabulary by using visual associations with descriptive words like "big," "happy," "small," and "sad." Children enjoy mimicking various professions, animals, vehicles, and weather conditions Through these engaging activities, they first listen to the words, then comprehend the messages, evaluate their accuracy, and ultimately respond through actions (Pinter, 2006).
Active games are essential for teaching young learners, as they engage students and enhance their learning experience Popular activities like Simon Says can be tailored to incorporate body words, action words, and tangible objects, while Charades involves miming and guessing words through picture or word cards These games are simple to implement in a language classroom, providing ample space for learners to express themselves through miming (Reilly and Ward, 1997).
Incorporating songs into foreign language classrooms for young learners is invaluable, as they enhance understanding through Total Physical Response (TPR) techniques Selecting simple, repetitive songs fosters memorability and aids in teaching vocabulary, such as parts of the face By first demonstrating actions like "Point to your nose" and then playing the song, children can engage actively and reinforce their learning The repetition of songs and actions is crucial, as it builds familiarity and confidence, ultimately aiding in retention (Reilly and Ward, 1997).
Engaging children in Total Physical Response (TPR) storytelling is a highly effective method for language acquisition This interactive approach utilizes repetition in narratives, making linguistic input more prominent (Pinter, 2006) As children mime the story, perform actions upon hearing key words, and react to characters, they actively participate in the learning process By looking at and pointing to key illustrations, children not only bring the story to life but also enhance their understanding and retention of the new language.
Engaging children in language learning through listening, watching, and imitating fosters their understanding from an early age Initially, key words are introduced using pictures, with the teacher repeating them slowly and in a specific order (e.g., plane, dog) It's essential to adapt the teaching pace to match the students' learning speed Gradually, sentences are introduced one at a time (e.g., fly the plane, hug the dog), with the teacher reiterating previous sentences before adding new ones To reinforce learning, the teacher mixes up the order of the sentences and encourages students to mime them Finally, students receive pictures of the words and sentences, where they are asked to write the corresponding action number next to each image.
Above the list of activities, the teacher can use them so as to teach English vocabulary or other aspects such as spelling, listening, pronunciation and grammar.
2.3.3.2 The steps of applying TPR in the class
A teacher needs to know the steps to use TPR before using the method in his/her classroom According to Larsen and Freeman (1986:119) the steps are: a Preparation
The teacher selects critical vocabulary for his/her unit of study based on the following criterion:
• Don't select too many words.
• Which words are necessary for comprehension.
Then, the teacher gathers any equipment, props or pictures he/she will need to illustrate the meaning of the words. b Teaching and Learning
In this stage, teachers should implement a four-step model that emphasizes three essential principles: first, understanding spoken language must precede the ability to speak; second, comprehension is enhanced through physical movement; and third, a dedicated listening period prepares learners for effective speaking.
In this dynamic warm-up session, students demonstrated their ability to execute previously learned commands through individual movements Their proficiency in these movements indicates their readiness to learn new commands effectively.
In this phase, new verbs and vocabulary are introduced to enhance command understanding The teacher should consistently demonstrate the actions or provide clear visual aids that correspond to the words being taught.
Students eagerly took on leadership roles, guiding both the teacher and their peers These activities can be seamlessly integrated to enhance various language skills The instructor ensures that students are prepared to issue commands by encouraging them to respond physically without receiving any cues from the teacher.
Previous studies on using TPR in teaching and learning vocabulary
Numerous studies have explored the effectiveness of Total Physical Response (TPR) in enhancing vocabulary acquisition among students The researcher aims to review these existing studies to address the challenges identified, paving the way for future research in this area.
Katemba and Tampubolon (2010) conducted a study titled "Improving Vocabulary Achievement Through Total Physical Response Among Grade Four Elementary School Pupils," which aimed to evaluate the effectiveness of the Total Physical Response (TPR) method in enhancing vocabulary skills among 31 Grade Four students at Karyawangi Elementary School Utilizing an experimental research design, the researchers collected data through pre and post-tests, analyzing the results with a t-test The findings indicated that the TPR method significantly improved the students' vocabulary achievement.
Andhina Ika Sunardi's 2012 study, "The Effectiveness of Using Total Physical Response to Teach Vocabulary Viewed from the Student’s Learning Interest," investigates the impact of Total Physical Response (TPR) compared to Grammar Translation in teaching vocabulary to fourth-grade students at SDN 1 Tegaldowo during the 2011/2012 academic year The research aims to determine if TPR is more effective for vocabulary acquisition, assess whether students with high learning interest demonstrate better vocabulary mastery than those with low interest, and explore the interaction between teaching methods and learning interest Involving 48 students divided into experimental and control groups, the study utilized pre-tests, post-tests, and questionnaires The findings indicate that TPR significantly enhances vocabulary mastery among fourth-grade students, highlighting its effectiveness as a teaching method.
In a study conducted by Ying Qiu (2016) at Dong Da Central Primary School in Xi’an, Shaanxi, China, the effectiveness of Total Physical Response (TPR) in enhancing vocabulary among primary pupils was examined The research involved forty students from two classes and utilized questionnaires, observations, and pre-test and post-test assessments to gather data Analysis through t-tests and descriptive methods revealed a significant improvement in vocabulary acquisition following the TPR treatment The study aimed to demonstrate that the TPR method could effectively enhance English vocabulary learning for primary students.
Tingting Shi conducted a study in 2018 to investigate the impact of Total Physical Response (TPR) on fourth-grade students' English vocabulary acquisition at the Experimental Primary School of Hongtong County The selection of these pupils was based on two key factors: their regular English learning curriculum and their established learning styles, which facilitate effective management, as well as their prior knowledge of English, making them more suitable participants compared to third graders The study involved a thorough analysis of the experimental and control groups' scores, alongside classroom observations, highlighting the implementation of two distinct teaching methods.
2 months The following is a detailed description of the different scores on the same test for the experiment group and the control group Every exam is a total score of
20 points Drawing on the results of this study, it is a strong base for the researcher to believe that TPR can bring a positive effect on the pupil’s learning vocabulary.
In a study conducted by Ying-Jian Wang, Hui-Fang Shang, and Paul Briody (2011), 50 sixth-grade EFL students from an elementary school were selected through multistage sampling, which included cluster sampling to randomly choose classrooms followed by random sampling for student selection Consent forms outlining the study's purpose and participants' rights were provided to obtain permission The researchers utilized both quantitative and qualitative methods to collect data, revealing significant improvements in students' learning motivation and vocabulary acquisition, as well as a reduction in anxiety related to peer pressure when games were incorporated into learning The findings suggest that future research should consider flexible use of Total Physical Response (TPR) and appropriate data collection instruments.
In her 2015 study, Desy Ratna Sari examined the implementation of teaching English vocabulary through Total Physical Response (TPR) at SDN 2 Bonagung during the 2014/2015 academic year The research aimed to detail both the implementation process and the outcomes of using TPR for vocabulary instruction Employing a descriptive research methodology, data were gathered through classroom observations and questionnaires The findings revealed that the TPR method is both suitable and effective for teaching vocabulary to students.
The seventh previous study related to TPR method is Maria Elena Muủoz
In 2015, a study investigated the effectiveness of the Total Physical Response (TPR) method in teaching English vocabulary to third graders at Gamma School in Pereira, Colombia Utilizing an observational research approach, the findings revealed that TPR significantly enhances children's ability to learn English vocabulary more quickly and easily Additionally, the study offered valuable insights for English as a Foreign Language (EFL) teachers on designing and implementing engaging activities for young learners.
A recent study by Ngo Thi Cam Anh and Pham Vu Phi Ho (2018) investigated the impact of the Total Physical Response (TPR) method on vocabulary acquisition and speaking fluency among young EFL learners The research aimed to assess both the effectiveness of TPR in teaching vocabulary and the attitudes of young learners towards this approach The findings indicated that implementing TPR in EFL classroom activities significantly enhances vocabulary learning and engagement among very young learners.
Previous studies on vocabulary enhancement in young learners have been conducted globally, primarily using experimental research methods that involved control and experimental groups Data collection methods included pre-tests, post-tests, questionnaires, observations, and interviews, with results showing significant vocabulary growth in the experimental group, highlighting the effectiveness of Total Physical Response (TPR) However, these studies did not assert that TPR was the sole effective strategy nor did they generalize findings to other educational contexts Notably, there has been no research in Vietnam regarding the use of storytelling for vocabulary learning in primary pupils, which presents a unique opportunity for exploration This study aims to evaluate the effectiveness of storytelling in improving vocabulary and to assess pupils' perceptions and feelings about TPR.
The literature review has guided the researcher in framing her research questions and understanding the anticipated outcomes It also highlights strategies for maximizing opportunities to assess the effectiveness of Total Physical Response (TPR) in enhancing vocabulary acquisition among young learners, particularly fourth-grade students.
This chapter explores the significance of vocabulary acquisition in language learning, highlighting various types of vocabulary and the Total Physical Response (TPR) method It discusses the application of TPR and outlines its implementation steps Additionally, a summary of previous related studies is provided, serving as a foundation for the research aimed at investigating the effectiveness of the TPR method in improving learners' vocabulary.
RESEARCH METHODOLOGY
Research questions
Focusing on the aims of the study, there were two research questions They were:
1 How can TPR improve vocabulary for 4th grade pupils at Luong Ngoc Quyen Primary School?
2 How are the pupil’s responses to learning vocabulary through TPR?
Research design
The study employs an action research design, highlighting its practical advantages This approach allows participants to systematically and thoughtfully analyze their own educational practices through research techniques.
Action research, as defined by Arikunto (2009) and cited in Rosiaria (2014), refers to a teacher-initiated investigation aimed at enhancing understanding of classroom dynamics and facilitating improvements in teaching practices This method not only fosters change but also elevates the quality of the teaching-learning process Conducting classroom action research involves four key steps: planning, action, observation, and reflection Importantly, teachers can simultaneously engage in teaching and research, allowing them to implement and assess new methods and techniques for better outcomes within their classroom environments.
A quantitative approach will be utilized to collect data, focusing on observation sheets and questionnaires to achieve the stated objectives Observations will capture students' activities and behaviors during instruction, while the questionnaire, consisting of three questions, will provide additional insights Interviews will further support the findings from the questionnaire Additionally, qualitative data will be noted for any occurrences and changes during class activities Quantitative data will also include students' English scores from both the pre-test and post-test assessments.
Participants
The research was conducted at Luong Ngoc Quyen Primary School, involving two English teachers and 34 pupils from classes 4B and 4C during the second term of the 2019-2020 academic year The pupils, having previously learned English in grade 3, are familiar with basic English instructions and vocabulary from their English textbooks, which adhere to a curriculum approved by the Ministry of Education and Training in August 2010 This curriculum emphasizes a communicative, theme-based, and learner-centered approach, focusing on listening and speaking skills for early learners Both classes have an equal number of pupils (5 each) attending extra English lessons at centers in Thai Nguyen Final test results indicated that pupils in both classes scored between 5 to 10 marks in their English skills, as they share the same teacher and use identical basic-level English textbooks.
Materials
Selecting appropriate teaching materials is essential for evaluating students' knowledge, skills, and attitudes The study focused on the textbook "Tieng Anh 4," part of a three-level English series for primary students in Vietnam, published by the Vietnam Education Publishing House Key verbs and phrases, such as "point to the crocodile" and "touch the tiger," were chosen, along with familiar topics like zoo animals The target audience was fourth-grade students, who were in their second year of English learning, making the selected verbs and phrases suitable for their proficiency level.
Teaching Procedure
At the first stage of the research, the writer chose the participants in two classes In the study, the lesson plan consists of three parts: presentation, practice, and production.
In the presentation stage, the teacher organized the classroom and prepared materials to effectively teach vocabulary To engage students in the new lesson, the teacher incorporated Total Physical Response (TPR) games, songs, and relevant communication activities This approach helped students become familiar with new vocabulary through the use of flashcards, action verbs, and gestures.
In the next stage, the teacher introduced the story of Mai and Nam's trip to the zoo, engaging students by encouraging them to look at the screen for better comprehension Through comments, gestures, and character identification, the teacher illustrated the visit effectively Participants practiced associated actions, while the teacher guided them to repeat the story and point to sentences in the pictures, focusing on vocabulary and sentence patterns Finally, the teacher had the pupils close their books and recount the story using prompts and actions, demonstrating the effectiveness of Total Physical Response (TPR) as a teaching technique.
At the conclusion of the stage, various techniques for teaching vocabulary were implemented through Total Physical Response (TPR) games and the practice of new sentence patterns in individual, pair, and group settings These engaging physical activities significantly boosted learners' confidence and fostered a positive attitude towards language acquisition.
Research Procedure
In this study, the teacher taught English vocabulary for the pupils of grade 4 by using Total Physical Response.
The teacher developed a lesson plan focused on Unit 19, titled "What animal do you want to see?" which centers around a dialogue featuring Nam and Mai's visit to the zoo, aligning with the theme "Me and the world around." This lesson introduced vocabulary related to greetings, weather, hobbies, and simple verbs, while also incorporating action verbs associated with zoo animals to enhance student engagement and understanding.
In the preparation phase, the writer and her colleague chose to teach new vocabulary to 4th graders using Total Physical Response (TPR) and visual aids, ensuring that students could comprehend and utilize the words in real-life conversations.
In this study, the researcher employed Total Physical Response (TPR) to enhance vocabulary acquisition while monitoring students' engagement and attitudes towards the lesson Observations were conducted, and a partner assisted in evaluating the classroom activities.
The observation sheets used to evaluate learners' knowledge, skills, and attitudes included six criteria, each rated on a scale from 1 to 4 A score of 1 indicated a poor performance, while a score of 2 represented a fair performance A score of 3 denoted good performance, and the highest score of 4 reflected excellent performance These scores effectively illustrated the activities and progress of the pupils.
The writer and colleague engaged in a discussion to finalize the content of the observation sheet Outstanding students earned 25 points upon completing all assigned tasks Following the preparation phase, the researcher proceeded to the next stage of the study.
To engage the participants and create a welcoming atmosphere, the teacher greeted the learners warmly and inquired about their well-being To reinforce the previous lesson, the teacher incorporated the game "Simon Says," using action verbs like "stand up," "sit down," "turn around," "raise your hands," "sail an old boat," and "play a big drum." These interactive activities not only helped the students review prior content but also boosted their enthusiasm as they prepared to embark on the new lesson.
In each class, students were organized into six groups of five to six members Participants randomly selected stickers featuring various animals, including a dog, cat, horse, duck, rabbit, and lion, which they then attached to their clothing This activity allowed the researcher to accurately observe each learner using their identity cards linked to the respective animals.
In the next stage of the lesson, the teacher engaged the students by narrating the story "The Visit to the Zoo," which served to reinforce weather vocabulary and introduce various animals Utilizing flashcards, the teacher encouraged students to identify animals; successful answers resulted in the flashcard being displayed on the blackboard For those who struggled, the teacher provided the correct name and prompted repetition Additionally, the teacher incorporated animal sounds, such as those of pigs, dogs, horses, and cats, to enhance the learning experience To further aid comprehension, body language and gestures were employed, allowing students to imitate actions related to the vocabulary The teacher also encouraged students to vocalize the names of animals while pointing to them, reinforcing their understanding and retention of the material.
During a classroom activity, a student pointed to a monkey, prompting classmates to follow suit at the blackboard The teacher then reinforced learning by repeating this process with various animals To assess the students' understanding, the teacher issued multiple commands, ensuring the pupils responded with the correct actions.
To reinforce vocabulary, the teacher utilized flashcards while students vocalized the names of various animals Next, the class engaged in a game called “Face up, Face down,” where students faced down and removed a flashcard from the blackboard Upon the teacher's cue of "Face up," they attempted to identify the missing animals, allowing the researcher to assess their knowledge throughout the lesson Subsequently, the teacher encouraged students to practice asking and answering questions about their desired animals using the prompt, "What animals do you want to see? I want to see…," modeling the task with one student by referring to the pictures and relevant expressions.
For example, the teacher: What animal do you want to see?
Pupil: I want to see kangaroos.
The teacher engaged students by having them repeat sentences both chorally and individually, followed by practicing with their groups using additional pictures It was essential for the teacher to guide her students through their dialogue, remaining attentive to their challenges The next activity introduced was a game of Charades, adding an element of fun to the learning process.
( Miming) The teacher showed a pupil in one group the picture of a zoo animal.
In a fun classroom activity, one student acted out an animal while asking, "What animal do I want to see?" The other groups competed to guess the animal, with the fastest team earning a point for their correct answer.
The teacher engaged the class in an animal-themed game where students took turns selecting animals, starting with pandas Each group aimed to earn points, and the group with the highest score at the end was declared the winner Throughout the activity, the teacher provided supervision and assistance as needed.
Incorporating Total Physical Response (TPR) games into English language teaching allows students to deepen their vocabulary related to zoo animals while enhancing their understanding of context and situational usage.
At the conclusion of the process, the teacher assigned tasks to assess the students' vocabulary proficiency These tasks were designed to evaluate the students' understanding of new sentence patterns in practical contexts.
Data collection instruments
This research utilized a comprehensive approach to assess the study's situation, gathering substantial data through tests, questionnaires, class observations, and informal interviews The collected data from both student and teacher questionnaires, along with class observations, will be thoroughly analyzed and generalized to draw meaningful conclusions.
The researcher employed pre-test and post-test assessments to evaluate pupils' knowledge of vocabulary and the four skills: listening, speaking, reading, and writing, before and after learning through Total Physical Response (TPR) games The tests were designed in accordance with the guidelines outlined in Circular No 03/VBHN-BGDĐT by the Ministry of Education and Training, which specifies four levels for assessing pupils' knowledge and skills.
- Level 1: Identify and recall the pupils’ knowledge and skills learnt.
- Level 2: Understand the knowledge and skills that the pupils have learnt, explain ideas or concepts followed by the each pupil’s understanding.
- Level 3: Apply the knowledge and skills that they have learnt to solve familiar, similar problems in studying and in the life; use information in new situations.
- Level 4: Know how to apply the knowledge and skills learnt to tackle up-to- date problems or give flexibly reasonable feedbacks in their study and real life.
The final level of assessment is designed to evaluate students' knowledge and skills comprehensively By analyzing the results of both the pre-test and post-test, the researcher can effectively measure the increase in students' vocabulary attributed to Total Physical Response (TPR) games Additionally, class observations contribute valuable insights into the learning process.
Observation was selected as a key method for data collection in this research, focusing on the analysis of behavior during English teaching and learning (Hayllar & Veal, 1996; Seliger & Shohamy, 1997) This approach enabled the researcher to capture authentic behaviors in the classroom setting To facilitate this, a class observation form was utilized, allowing an English teacher to participate while the researcher assumed the role of the instructor The observing teacher employed a checklist to document the teaching and learning activities, which were subsequently analyzed and synthesized for the study.
To explore pupils' perceptions of vocabulary learning through Total Physical Response (TPR) games, a questionnaire was developed as the primary data collection tool This instrument, as defined by Hornby, Cowie, and Gimson (1974), comprises a series of questions designed for respondents to provide insights and facts relevant to the study Additionally, Macintyre (2000) highlights that questionnaires enable participants to express their opinions anonymously The researcher formulated various questions to gauge pupils' feedback on the effectiveness of the TPR method in their learning experience The questionnaire included three distinct features, complemented by informal interviews to enrich the data collected.
Informal interviews were conducted to explore additional aspects of the study's challenges and to supplement data from tests and classroom observations These interviews are valuable for evaluators as they yield in-depth insights (Dudley-Evans & St John, 1988) They provided the researcher with a deeper understanding of participants' perspectives on their vocabulary learning process, especially when not all activities could be observed Questions focused on the activities and the pros and cons of using Total Physical Response (TPR) games for students Following the implementation of TPR games for vocabulary acquisition, English teachers and students at Luong Ngoc Quyen Primary School were interviewed to gather relevant data for the research.
Data analysis
The researcher employed a meta-analysis methodology to analyze and summarize the study's results, which were derived from tests, interviews, and class observations The data collected from interviews revealed various specific conceptions and opinions, necessitating an approach that connects specific findings to broader themes Consequently, inductive content analysis was utilized to effectively interpret the research data.
The study collected data from tests designed by the researcher, which included forty questions focused on four key skills: listening, reading, writing, and speaking Each question was valued at 0.25 points, ensuring that the total score reflected the number of correct answers achieved by the pupils The scoring was calculated using a specific formula to determine the overall performance.
B: number of the correct answers
To determine the percentage of pupils who successfully completed the research objectives, the researcher utilized the following formula: ρ = (Total number of pupils who completed the research object / Total number of pupils) x 100%.
∑ PupilsThe researcher divided into four criteria to know the pupils who completed the object of the research followed by four levels in the table below:
< 5 No achievement of the object
Table 3.1: The standard of qualification for English subject in Luong Ngoc Quyen Primary School
The table shows that pupils must achieve a minimum score of 5 points to meet the research target Scoring 5 points or higher indicates success, while failing to reach this score results in failure The outcomes from the two tests serve as a metric to highlight the impact of using Total Physical Response (TPR) in vocabulary teaching and learning.
The research utilized quantitative data gathered from both a questionnaire and an observation sheet to analyze young learners' responses to vocabulary acquisition through the Total Physical Response (TPR) method Students rated their agreement with various statements on a scale from 1 (strongly disagree) to 5 (strongly agree), providing valuable insights into their learning experiences.
Data from observation sheet was analyzed and classified according to its category based on the following formula:
A = the amount of score being achieved
B = the total score being analyzed Scoring system in each criterion of the observation sheet is based on the following:
Then, the result was described according to the scoring scale of teacher and pupils activities as follow:
Table 3.2 Scoring scale of pupils’ activities in the teaching-learning process
Qualification Level of Accomplishment in Teaching and Learning
The qualitative data was analyzed using a specific formula and subsequently described in detail, reflecting the actual conditions observed during the research Additionally, the incorporation of tables and figures significantly enhanced the presentation of the data.
The interview data were examined through content analysis, utilizing field notes that documented classroom activities and student attitudes during lessons.
This chapter outlines the theoretical framework of the study and elaborates on the methodological design, including participant selection, research methods, data collection procedures, and data analysis techniques.
FINDINGS AND DISCUSSION
Findings from observation
The researcher carried out her study at Luong Ngoc Quyen Primary School. Observation results would be presented after the researcher analyzed the collected data.
The researcher conducted classroom observations to gather additional data for the study, allowing for the recording of genuine attitudes rather than relying solely on participant reports This method provided valuable insights into the actual classroom dynamics and behaviors.
In this research, the researcher developed a class observation form to collect data on the teaching and learning process of English vocabulary The English teacher recorded the lessons while the researcher taught, allowing for a thorough analysis of classroom dynamics The pre-observation revealed significant issues in vocabulary instruction, highlighting that students learned passively by copying new words from the blackboard and translating them into Vietnamese, which led to boredom and disengagement The teacher dominated the classroom activities, leaving students sidelined in the learning process Consequently, when faced with more challenging tasks such as sentence construction or vocabulary exercises, students showed a lack of motivation and struggled to engage with new words effectively.
The English teachers helped the researcher to collect the data of the classroom observation The findings from class observation consisted of steps:
Before teaching vocabulary, the teacher meticulously prepared various teaching aids, such as the Student’s Book Tiếng Anh 4, recordings, stickers, flashcards, handouts, and projectors, to enhance the learning experience She provided clear explanations and instructions for each task to ensure students understood the objectives, despite their unfamiliarity with these techniques The teacher effectively managed the class and activities, offering feedback and corrections after the tasks were completed However, to improve effectiveness, the teacher needed to balance time management, ensuring that feedback was thorough yet efficient.
In the post-observation phase, it was evident that the pupils showed significant improvement compared to the initial stage in the classroom They exhibited increased enthusiasm and engagement in tasks, demonstrating greater attention during material explanations Motivated by the activities, the pupils confidently completed their assignments Following vocabulary lessons using Total Physical Response (TPR) games, post-tests were conducted to evaluate their achievement in learning new words The assessment results provided valuable insights into the pupils' progress and the effectiveness of the action research, enabling both the researcher and English teachers to gauge the impact of TPR on vocabulary instruction.
Findings from tests
The researcher conducted pre-tests and post-tests to effectively evaluate the students' vocabulary comprehension The results from these assessments provided clear insights into the pupils' achievements in understanding vocabulary.
In the initial phase of the study, participants completed a pre-test to evaluate their vocabulary usage, following the guidelines of circular number 03/VBHN-BGDĐT issued by the Ministry of Education and Training The assessment comprised four levels designed to measure learners' knowledge and skills At Level 1, students demonstrated the ability to remember vocabulary pronunciation and meanings Level 2 assessed their understanding and application of vocabulary in constructing simple sentences In Level 3, students practiced dialogues with partners using the vocabulary learned Finally, Level 4 evaluated learners' capacity to engage in more complex tasks, such as reading a short passage, filling in blanks, and organizing sentences.
The qualification of the learners was evaluated by four levels related to the result of their tests Figure 4.1 illustrates the results of the pre-test from the pupils.
The chart illustrates the changes in the percentages of pupils' results in classes 4B and 4C during the initial phase of the study Prior to implementing Total Physical Response (TPR) for vocabulary instruction, the highest English score was 10, while the lowest was 3, with 18% of students failing the pre-test Only 10% of pupils achieved scores between 9-10, whereas the majority, 41%, scored between 7-8 points In conclusion, a significant number of students did not meet the required knowledge and skills standards due to the absence of TPR in English vocabulary teaching.
Following the TPR experience, participants demonstrated improved performance on the final test, showing a positive upward trend compared to their pre-test results This positive change in student achievement is visually represented in Figure 4.2, which highlights the outcomes of the post-test.
A remarkable 97% of pupils achieved the researcher's target, with 66 participants passing the assessment and only 2 failing Although 3% of the pupils did not succeed, they still had the opportunity to engage with Total Physical Response (TPR) to enhance their understanding of English vocabulary The TPR method proved effective, significantly aiding pupils in retaining vocabulary more effectively.
The pie chart illustrates the impact of Total Physical Response (TPR) on pupils' English vocabulary learning, showing a significant increase in the number of students achieving high scores on the post-test Notably, the percentage of pupils scoring 5-6 points dropped by over 10% compared to the pre-test results In Figure 4.2, scores of 9 and 10 rose by approximately 35%, while 44% of students scored between 7 and 8 points, marking a substantial improvement Conversely, the proportion of pupils scoring 5 and below plummeted from 18% to just 3% These findings highlight the positive effect of TPR on vocabulary acquisition, demonstrating a clear enhancement in students' qualifications as reflected in their post-test performance.
4.2.3 Differences in pupils’ vocabulary use before and after using TPR in teaching vocabulary
Figure 4.3: The overall descriptive data of the tests
The bar chart reveals a significant increase in the percentage of pupils achieving good and very good scores in the post-test compared to the pre-test Notably, only 10% of pupils scored 9 or 10 points in the pre-test, while this figure surged to over three times that amount in the post-test Additionally, the proportion of pupils receiving low marks of 5 or 6 decreased dramatically to 18%, and those scoring below 5 dropped to 3% This data from Figure 4.3 clearly indicates that the implementation of TPR games in vocabulary teaching has led to a marked improvement in the pupils' vocabulary skills.
In conclusion, the fourth-grade students at Luong Ngoc Quyen Primary School demonstrated significant improvement in their academic performance This achievement highlights the positive impact of using Total Physical Response (TPR) games to enhance vocabulary, enabling students to tackle more challenging tasks effectively.
Findings from interviews
The interviews conducted with two English teachers and 16 pupils from Luong Ngoc Quyen Primary School revealed that TPR games significantly enhance the vocabulary learning process Both teachers and students reported that these games provide numerous benefits, positively transforming the way pupils acquire new vocabulary.
An interview was conducted to gather insights from English teachers regarding the effectiveness of the Total Physical Response (TPR) method in enhancing students' vocabulary The researcher posed five targeted questions aimed at exploring how the TPR method contributes to vocabulary improvement among pupils.
The study focused on the challenges and solutions related to teaching English at Luong Ngoc Quyen Primary School, particularly through the Total Physical Response (TPR) method English teachers noted that most students come from rural areas, making access to online learning difficult The school's limited resources, including only one projector and no computers or televisions, hinder the teaching process Initially, teachers had to translate game rules into Vietnamese for students to understand, as many were hesitant to participate due to shyness and lack of confidence However, with encouragement, students became more enthusiastic about TPR activities Teachers emphasized the importance of using TPR for teaching vocabulary, which helped boost students' confidence in speaking The implementation of the TPR method led to noticeable improvements in students' post-test scores, confirming its effectiveness in the classroom The research supports the continued use of TPR as a valuable teaching strategy at the school.
A study involving 16 pupils revealed that 100% enjoyed learning English vocabulary through the Total Physical Response (TPR) method, highlighting its effectiveness in fostering cooperation between teachers and learners Participants expressed increased happiness and enthusiasm while engaging in short conversations, noting that TPR games significantly improved their vocabulary retention and usage Many respondents admitted they had previously struggled with vocabulary acquisition, often learning only a few words weekly, leading to boredom However, after incorporating TPR games, they reported a marked increase in the number of words they could remember and use correctly in writing and speaking Overall, the findings suggest that the TPR method not only enhances vocabulary learning but also boosts students' confidence and long-term retention of words.
Findings from questionnaire
The data from the tests indicate that the Total Physical Response (TPR) method is effective in teaching English vocabulary and improving students' vocabulary retention To assess students' attitudes and enjoyment after using the TPR method, three questions were posed to the pupils, and the results were presented based on the percentage of respondents.
Table 4.1: Question 1 - Pupils’ opinions about TPR English lessons
Very interesting Interesting Uninteresting Not at all
A recent investigation into pupils' enjoyment of the Total Physical Response (TPR) method revealed a strong preference among learners While 75% of respondents rated the TPR method as "very interesting," indicating a positive attitude, only one pupil reported feeling bored Specifically, 19 out of 20 pupils expressed happiness during TPR lessons, showcasing the effectiveness of this teaching approach in engaging students Overall, the findings suggest that the TPR method significantly enhances student interest and enjoyment in the learning process.
Table 4.2: Question 2 - Pupils’ opinions about TPR activities
Extremely like Like Neutral Dislike
The investigation into students' perceptions of Total Physical Response (TPR) activities in English vocabulary lessons revealed a positive reception overall Responses A and B indicated that students enjoyed these activities, while answers C and D suggested some dislike Notably, Charades emerged as the most favored activity, with 100% of participants expressing enjoyment Simon Says and Storytelling followed closely, with 95% and 80% approval rates, respectively Importantly, no student selected the option indicating dislike, confirming that learners have a strong preference for vocabulary learning through the TPR method.
Table 4.3: Question 3 - Interest in learning English vocabulary through TPR activities
Extremely dislike Dislike Like Strongly like
The final question aimed to assess students' interest in learning English vocabulary using the Total Physical Response (TPR) method in the future According to Table 4.3, 100% of the pupils expressed a positive response, selecting options C (like) and D (strongly like), while none chose options A or B, indicating a dislike for the method This data demonstrates that the TPR method is highly effective in fostering student interest and enhancing the overall quality of teaching and learning.
Discussion
The study at Luong Ngoc Quyen Primary School revealed that the Total Physical Response (TPR) method significantly enhanced pupils' vocabulary acquisition, as evidenced by pre-test and post-test results, class observations, questionnaires, and interviews with both English teachers and students Both teachers and learners expressed enjoyment in using TPR games for introducing new vocabulary Consequently, the research questions posed were effectively addressed, leading to insightful discussions on the findings.
The majority of learners found that using Total Physical Response (TPR) games made vocabulary learning more enjoyable and easier Many students reported that the TPR method fostered creativity and self-motivation, with most expressing enthusiasm for group participation and striving for victory Overall, learners appreciated the lively atmosphere, competitive spirit, and supportive environment that TPR games provided.
This study confirmed that the Total Physical Response (TPR) method significantly enhances vocabulary acquisition among 4th-grade students Observations in the classroom aligned closely with data from student questionnaires, revealing that most pupils expressed a strong interest in TPR games The implementation of this method not only increased engagement but also fostered a more effective learning environment for studying English.
The implementation of the Total Physical Response (TPR) method in the second semester significantly improved English language teaching outcomes Initially, a pre-test revealed that only 82% of students passed, with scores ranging from 3 to 10 However, after integrating TPR, the number of passing students rose to 62, while only 3% failed This increase in test results highlights TPR's effectiveness in capturing students' attention and enhancing their learning experience Furthermore, when English teachers effectively connect TPR with lesson topics, it can boost students' motivation to learn vocabulary.
The questionnaire and interviews revealed that most learners enjoyed learning English through the Total Physical Response (TPR) method, as it helped them alleviate nervousness during lessons.
The current research highlights key findings organized into three main sections: the impact of the Total Physical Response (TPR) method on students' vocabulary retention before and after its implementation, and the specific ways in which TPR enhances learners' ability to retain vocabulary The results indicate several significant features related to these outcomes.
TPR method in English classroom can make vocabulary teaching effectively.
TPR method in English classroom can improve students’ motivation in learning vocabulary and boosting their vocabulary retention.
The application of TPR method is effective in teaching vocabulary, typically in dealing with word arrangement, word formation, word meaning and use, word collocation.
In conclusion, the analysis of the data reveals that participants demonstrated positive attitudes towards language games, which served as an effective motivational tool, actively encouraging and engaging students in vocabulary learning.
In this chapter, the researcher examined data from class observations, tests, questionnaires, and interviews with teachers and students The findings revealed a significant improvement in vocabulary knowledge among students Both English teachers and pupils responded positively to the Total Physical Response (TPR) method for teaching vocabulary These results contributed to a positive transformation in English teaching methods, specifically in vocabulary instruction, at Luong Ngoc Quyen Primary School.