Efl teachers perceptions toward the use of total physical response in teaching english vocabulary to young learners a study in quy nhon city

QUY NHON UNIVERSITY HUỲNH THỊ KIM HOA EFL TEACHERS’ PERCEPTIONS TOWARD THE USE OF TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS: A STUDY IN QUY NHON CITY Fie

INTRODUCTION

Rationale

Mastering language skills such as listening, speaking, reading, and writing, along with essential components like vocabulary, structure, and pronunciation, is vital in learning a foreign language Vocabulary is particularly crucial; without it, learners cannot convey meaning or communicate effectively (Wilkins, 1972) A rich vocabulary forms the foundation for understanding and expressing ideas, making it impossible to communicate, comprehend, or articulate thoughts accurately According to Rivers (1983) and Nunan, vocabulary development is fundamental to successful language acquisition and effective communication.

Acquiring an adequate vocabulary is essential for successful second language use, as without an extensive vocabulary, learners will struggle to communicate effectively A rich vocabulary enables the proper application of learned structures and grammar, ensuring more comprehensible and fluent communication.

Learning vocabulary is essential, particularly for young learners, but students often face challenges in acquiring new words Traditional teaching methods, where teachers write vocabulary on the whiteboard and students copy and repeat, can be effective but may lead to boredom and quick forgetting of the words To enhance vocabulary retention, engaging and interactive teaching strategies should be implemented, making learning more enjoyable and memorable for students.

To assist in resolving this issue, teachers must select an appropriate method that can assist students in improving their vocabulary learning

Young learners thrive with activities that engage their imagination, movement, and senses, making physical involvement essential in language teaching According to Pinter (2006), children enjoy fantasy and movement, while Scott and Ytreberg (1990) highlight that their understanding is primarily developed through hands-on experiences with the physical world Therefore, incorporating methods like Total Physical Response (TPR), which uses physical activity to respond to commands, is highly effective TPR leverages the "trace theory" of memory, suggesting that repeated and intense physical associations strengthen memory recall, thereby enhancing language acquisition in young learners (Richards and Rodgers, 1993).

Although TPR has been demonstrated to effectively enhance English language teaching and improve students’ vocabulary achievement (Fauzan, 2011; Hsu & Lin, 2012; Kuo et al., 2014; Munoz, 2011; Savic, 2016), limited research exists on teachers' perceptions of using TPR in vocabulary instruction This study aims to explore teachers’ views on implementing TPR in teaching English vocabulary to young learners, providing insights that can help educators design more engaging and effective classroom activities Understanding teachers’ perceptions of TPR can contribute to creating a more enjoyable and meaningful learning environment for both teachers and students.

This study investigates English teachers' perceptions in Quy Nhon city regarding the use of Total Physical Response (TPR) for teaching English vocabulary to young learners Titled "EFL Teachers’ Perceptions Toward the Use of TPR in Teaching English Vocabulary to Young Learners," this research aims to understand how educators perceive the effectiveness and applicability of TPR in early language instruction The findings will provide insights into the potential benefits and challenges of integrating TPR into vocabulary teaching methods for young students in Quy Nhon city.

Aims of the study

This study investigates EFL teachers’ perceptions of using the Total Physical Response (TPR) method for teaching vocabulary to young learners It aims to identify the challenges teachers encounter when implementing TPR in vocabulary instruction and explores effective solutions to overcome these issues The research provides insights into how TPR influences vocabulary learning among young students and offers practical strategies to enhance its effectiveness in the classroom.

Objectives of the study

This study aims to explore EFL teachers' perceptions of using the Total Physical Response (TPR) method to teach English vocabulary to young learners It also investigates the challenges teachers face when implementing TPR in vocabulary instruction for children Additionally, the research assesses how TPR is currently used in teaching English vocabulary to young students and offers practical suggestions for enhancing the effectiveness of such lessons.

Research questions

The study aims to answer the following research questions:

1 What are EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners?

2 What challenges do teachers face when using TPR?

3 How can TPR be effectively used in the class?

Scope of the study

This study focused on Quy Nhon city, examining teachers' perceptions of using Total Physical Response (TPR) in teaching English vocabulary to young learners The research primarily involved English teachers from various primary schools and language centers within Quy Nhon Findings highlight teachers' attitudes toward TPR as an effective and engaging method for young learners The study provides valuable insights into the practical application of TPR in early English education in Quy Nhon city.

Significance of the study

This study's findings are anticipated to enhance English as a Foreign Language (EFL) instruction, particularly in teaching vocabulary to young learners Despite certain limitations, the research offers valuable theoretical insights and practical implications for educators These contributions aim to improve vocabulary acquisition strategies and support effective language learning among young EFL students.

Theoretically, this study can add to the theory of teaching English vocabulary using Total Physical Response and can be used as a reference for other studies in the field

This study aims to enhance language education by improving teachers' perceptions of Total Physical Response (TPR), providing primary school English teachers with valuable insights on effective vocabulary teaching strategies It seeks to increase students' interest and motivation in learning English through engaging TPR techniques Additionally, the research serves as a useful reference for future studies and contributes to the advancement of teaching methods, particularly in vocabulary instruction using the TPR approach.

Structure of the study

This thesis is divided into five chapters The first chapter provides a brief overview of the research's background, research questions, objectives, scope, and structure

The following chapter provides a basic overview of theoretical concepts related to the research presented

The third chapter discusses methods for gathering data and information from participants More information is provided through questionnaires, interviews, and classroom observations

In Chapter Four, the collected data are thoroughly calculated and analyzed to derive meaningful insights into perceptions, aiming to support EFL teachers in effectively implementing the TPR method in their English classrooms.

Finally, the study summarizes the research findings, discusses the study's implications and limitations, and makes suggestions for classroom practice and future research.

LITERATURE REVIEW

Overview of young learners

Many authors and researchers classify young learners primarily based on age, such as children aged three to five or six to eight years old (Nunan, 2011) Linse (2005) defines young learners as children between five and twelve years old, while Scott and Ytreberg (1990) divide children into two groups: five to seven and eight to eleven years old They generally consider children aged five to seven as beginners, with those aged eight to ten also at the beginner level but possibly having some prior language experience Phillip (2003) similarly states that young learners are children aged five or six to eleven or twelve during their first year of formal schooling, typically in elementary grades one through five (six to eleven years old) However, in this context, "young learners" specifically refers to children in grades 3 to 5, generally aged eight to ten, who begin learning English as a foreign language.

Effective teaching for young learners requires educators to have a thorough understanding of their students' characteristics This knowledge enables teachers to select appropriate techniques and activities that cater to students' developmental needs, enhancing engagement and learning outcomes Understanding student traits also allows for better assessment strategies, ensuring that teaching methods are tailored to support each learner's growth.

Based on “English for Primary Teachers” written by Slattery and

Young learners aged seven to twelve are rapidly developing individuals who learn through various methods such as watching, listening, imitating, and hands-on activities Since they often cannot comprehend complex grammatical rules or language explanations, they depend on nonverbal cues to interpret meaning These learners tend to communicate in their native language about their experiences, imitate sounds, and display curiosity, imagination, and a love for repetition and routines A key challenge is their short attention spans, which require educators to implement creative and engaging teaching strategies that incorporate variety to maintain their interest and facilitate effective learning.

Young learners thrive on imitation and mime, as Broughton (1980, p.169) explains that children are uninhibited in role-playing and enjoy repetition, which provides them with confidence and a sense of achievement This natural tendency to observe and emulate others is a fundamental aspect of their learning and development, helping them acquire new skills and expand their knowledge.

Young learners are characterized by their ability to grasp the meaning of language but lack the skills to analyze it, possess limited reading and writing abilities even in their native language, and tend to be more focused on themselves, with limited worldly knowledge They thrive on fantasy, imagination, and movement, indicating that they learn in their own unique ways Teachers must guide young learners during instruction, recognizing their distinct developmental stage compared to older students Since young learners develop rapidly and learn at their own pace, educators should tailor their teaching approaches accordingly, understanding that younger and older learners have significantly different needs and learning styles.

Vocabulary

Vocabulary definitions vary among experts, but some are particularly important for understanding language learning According to Ur (1996), vocabulary is the list of words taught in a foreign language, emphasizing that students can use these words in sentences and daily conversations Conversely, Linse and Nunan (2005) define vocabulary as the collection of words an individual knows, highlighting that people naturally possess vocabulary skills through their daily communication These perspectives underscore the significance of vocabulary in language acquisition and practical communication.

Vocabulary is a fundamental component of language proficiency that underpins skills such as speaking, listening, reading, and writing (Richards, 2002) Learning an extensive vocabulary enhances our ability to communicate effectively and understand the meanings behind words (Linse and Nunan, 2005) Recognizing the meaning of words is essential to truly knowing vocabulary, as highlighted by Cameron (2001), who emphasized that understanding a word’s meaning is a key part of knowing it Therefore, acquiring a comprehensive vocabulary is crucial for language learners to achieve proficiency across all language skills.

Understanding vocabulary is essential for effective language use, as it encompasses knowledge of word meaning, usage, formation, and grammar Experts have emphasized that mastering these aspects is crucial for correctly applying a language Therefore, vocabulary development involves not only knowing the definitions but also understanding how words are used, created, and grammatically structured Overall, a comprehensive grasp of vocabulary is fundamental to achieving proficiency in any language.

Experts categorize vocabulary into different types, with McCarten (2007) describing two primary categories: active (productive) vocabulary used in speaking and writing, and passive (receptive) vocabulary utilized in reading and listening Additionally, Finocchiaro (1989) distinguishes between function words and content words, emphasizing that function words should be memorized quickly in a logical sequence, while content words can be learned gradually through real-life contexts Understanding these classifications helps in designing effective language learning strategies and improves vocabulary acquisition.

Meanwhile, according to Haycraft (1995), as quoted by Hatch and Brown (1995), there are two types of vocabulary

Receptive vocabulary refers to the words that learners recognize and understand when they encounter them in context, primarily through listening and reading As it involves the absorption of language passively, receptive vocabulary is also known as a passive process, highlighting its role in how learners comprehend and interpret language in real-world situations Developing a strong receptive vocabulary is essential for effective language comprehension and communication skills.

Productive vocabulary refers to the words learners can understand, pronounce correctly, and actively use in both speech and writing It is also known as an active vocabulary because learners generate and utilize these words through various language activities Understanding the different types of vocabulary is essential for teachers to design effective instruction and support learners' language development.

Vocabulary knowledge is a critical component of learning a second language, essential for effective communication and text comprehension (Schmitt, 2008) Without a strong vocabulary, English learners struggle to understand written texts and convey messages accurately Many linguists emphasize the importance of vocabulary development as a key factor in successful second language acquisition, highlighting its role in enhancing overall language proficiency.

Vocabulary forms the essential foundation of language, serving as the vital organs and flesh that bring linguistic structures to life (Harmer, 2001) Lexical knowledge is crucial for effective communication and plays a key role in second language acquisition (Schmitt, 2000) Developing a strong vocabulary is therefore fundamental to mastering a new language and enhancing overall language proficiency.

Vocabulary is an essential component of language proficiency, serving as the foundation for listening, speaking, reading, and writing skills (2002) Mastering vocabulary simplifies the process of language use across all macro skills and enhances overall communication Additionally, vocabulary plays a crucial role in grammar; Thornbury (2002) emphasizes that “without vocabulary, nothing can be conveyed,” highlighting its importance in effective language expression Even without full grammatical understanding, learners can communicate using vocabulary, though their language production remains limited Furthermore, vocabulary is fundamental to mastering linguistics, as research by Carter and McCarthy (1988) indicates that learners must first develop a robust vocabulary before practicing syntactic structures, underscoring its vital role in language acquisition.

Effective vocabulary instruction is essential for student success, as strong vocabulary skills enhance reading comprehension, fluency, academic achievement, and communication Teachers should prioritize vocabulary development early in the school year and consistently provide opportunities for students to expand their word knowledge Mastering vocabulary empowers students to improve their critical thinking and overall academic performance, making it a vital component of comprehensive literacy education.

2.2.4 Teaching English vocabulary to young learners

Vocabulary is a crucial foundation for learning English in elementary school, as young learners aged five to twelve are actively curious and eager, engaging passionately despite their limited understanding Since young children tend to lose interest quickly, teachers must carefully select and adapt curriculum-based strategies and media suitable for their developmental stage According to Wallace (2002), effective vocabulary instruction should follow six fundamental principles to enhance learning outcomes for young students.

1 Aim: the teacher must be explicit about the purposes of the teaching- learning process itself

2 Quantity: the teacher needs to decide how many vocabularies will be taught

3 Need: the teacher needs to choose the words that students actually need

4 Frequent learning and exposure: not only once when teachers teach new vocabulary, but they have to repeat to make sure the students have already understood

5 Meaningful presentation: the students must have a clear and specific understanding of what it donates or refers to

6 Situation presentation: the choice of words can vary depending on the situation we are talking about and vice versa Thus, students must learn vocabulary in the situation, in which they are appropriate

Effective vocabulary teaching requires teachers to clearly understand their instructional goals, focusing on the quantity, necessity, and meaning of the words being learned By aligning teaching strategies with these objectives, educators can enhance students’ vocabulary acquisition and overall language competence Therefore, awareness of the purpose behind vocabulary instruction ensures more targeted and meaningful learning outcomes.

Introduction to TPR

At this point, I present the following: the definition of TPR, the objectives of TPR, the teacher's and learners' role in TPR method, and the principles of TPR method

2.3.1 Definition of Total Physical Response ( TPR)

Developed in the 1960s by psychology professor James Asher at San Jose State University, the Total Physical Response (TPR) method is an innovative language teaching approach that emphasizes the coordination of speech and physical actions This evidence-based method aims to enhance language acquisition by integrating physical activity into the learning process, making it an effective and engaging technique for learners.

Asher defines Total Physical Response (TPR) as a language teaching method based on the principle that second and foreign languages are internalized through a process similar to first language acquisition This approach emphasizes a prolonged period of listening and comprehension development before learners begin speaking, facilitating natural language acquisition TPR leverages physical actions to reinforce language learning, making it an effective method for enhancing comprehension and speaking skills in a supportive environment.

According to Garcia (2001), the two key concepts of Total Physical Response (TPR) are the involvement of physical actions in language learning and the role of the brain’s right hemisphere TPR emphasizes introducing a second language through action responses, mimicking how infants learn their first language by listening and physically responding before speaking The approach aligns with the functions of the right brain, which is responsible for processing actions and non-verbal cues, making TPR a right-brain-based language learning method Garcia highlights that TPR primarily uses commands and physical responses to facilitate language acquisition by engaging the right hemisphere, thus supporting effective and natural second language learning.

Total Physical Response (TPR) is based on how children naturally learn their mother tongue by emphasizing the connection between words and actions It involves giving commands in the imperative and having learners obey them, making vocabulary and grammatical structures easier to remember through bodily activity TPR is highly effective for introducing new language concepts across all proficiency levels, particularly benefiting primary school students by helping them recall words and grammatical features more easily through physical engagement.

2.3.2 Objectives of Total Physical Response Method

Total Physical Response (TPR) is developed to enhance the effectiveness of teaching and learning a new language Educators who adopt TPR emphasize the importance of students actively engaging in communication to improve language acquisition According to Larsen-Freeman (2000, p 113), TPR underscores the significance of experiential learning in mastering a foreign language.

“T.P.R was developed in order to reduce the stress people feel when learning a foreign language and thereby encourage students to persist in their study beyond a beginning level of proficiency.”

According to Richard and Rodgers (2001), the primary goal of Total Physical Response (TPR) is to develop oral proficiency at the beginner level, emphasizing comprehension as a means to achieve speaking skills The ultimate aim of TPR is to enable learners to communicate spontaneously and effectively, producing clear and understandable speech that can be comprehended by native speakers.

One of TPR's primary objectives is to make language learning more enjoyable and less stressful for students According to Asher (1999), this can be achieved by mimicking the natural language acquisition process children use when learning their native language Specifically, TPR emphasizes the importance of facilitating effective listening skills to create an immersive and engaging learning environment.

"comprehension" period and encouraging learners to respond using right- brain motor skills rather than left-brain language "processing"

Before implementing the TPR (Total Physical Response) technique in teaching English as a foreign language, teachers must thoroughly understand its core principles to ensure effective integration into the teaching-learning process According to Larsen & Freeman (2000, p.111), successful use of the TPR approach relies on key principles that guide its application in language instruction.

1 Meaning in the target language can often be conveyed through action Memory is activated through learners’ responses The target language should not be presented in chunks; not just word by word

2 The students’ understanding of the target language should be developed before speaking

3 Students can initially learn one part of the language rapidly by moving their bodies

4 The imperative is a powerful linguistic device through which the teacher can direct student behavior

5 Students can learn through observing actions as well as by performing the action themselves

6 Feeling of success and low anxiety facilitate learning

7 Students should not be made to memorize fixed routines

8 Correction should be carried out in an unobtrusive manner

9 Students must not develop flexibility in understanding a novel combination of target language chunks They need to understand more than the exact sentences used in training

10 Language learning is more effective when it is fun

11 Spoken language should be emphasized over written language

12 Students will begin to speak when they are ready

13 Students are expected to make errors when they first begin speaking Work on the fine details of the language should be postponed until students have become somewhat proficient

Young learners can enhance vocabulary understanding through kinesthetic learning, actively engaging their bodies during the learning process Incorporating movement helps improve retention and comprehension of new words Additionally, teachers should provide corrective feedback sensitively, avoiding embarrassment or discouragement to foster a positive learning environment Implementing movement-based activities while maintaining supportive communication can make vocabulary acquisition more effective and enjoyable for young students.

2.3.4 Roles of teacher and learner in TPR

The teacher and students both play crucial roles in achieving success in learning through the Total Physical Response (TPR) method According to Larsen-Freeman (2000), in the TPR approach, teachers act as facilitators and guides, while students actively participate through physical actions that reinforce language comprehension This interactive teaching strategy promotes engaging and effective language acquisition, emphasizing the dynamic roles of both educators and learners in the TPR process.

Asher (1977) as quoted by Richard and Rogers (1986, p.97) stated: “the instructor is the director of a stage play in which the students are the actors.”

Larsen and Freeman (2000) emphasized that the teacher functions as the director of all student behaviors, shaping the classroom environment The teacher is responsible for deciding the curriculum, modeling and presenting new materials, and selecting supporting resources to enhance learning Effective teaching requires thorough preparation and careful planning to ensure that lessons proceed smoothly and predictably, ultimately fostering a successful learning experience.

In TPR (Total Physical Response), the teacher's role is to create opportunities for natural language learning rather than directly teaching Teachers should provide sufficient language input to encourage students to speak at their own pace, avoiding forcing speech During early learning stages, it's important not to correct every mistake to maintain lesson flow, but as students progress, teachers can intervene more frequently to refine their speech (Richards & Rodgers, 1999) This approach facilitates a supportive environment that promotes gradual language acquisition.

Learners' primary roles in Total Physical Response (TPR) involve active listening and physical response to teacher commands They are expected to listen attentively and respond through actions, both individually and collectively, to reinforce language learning In TPR, learners have limited influence over the learning content, as it is dictated by the teacher using imperative forms This method emphasizes the importance of immediate physical actions to enhance language acquisition, making learners active participants in their learning process.

According to Larsen and Freeman (2000), children tend to imitate the teacher's nonverbal cues, fostering natural language acquisition In TPR, students take on active roles by directing the teacher and peers, promoting engagement and leadership Learners continuously monitor and assess their own progress, which enhances self-awareness in language learning They are encouraged to speak when they feel ready, supporting a learner-centered and supportive classroom environment.

The advantages and disadvantages of Total Physical Response

Total Physical Response (TPR) is highly effective for teaching English to young learners, offering numerous benefits According to Frost (2007), TPR is a fun and engaging method that helps teachers break down affective barriers and facilitates easier memorization It also addresses kinesthetic learning styles, making it suitable for both large and small classes, as well as mixed-ability groups Additionally, TPR engages both left- and right-brained learners, catering to diverse learning preferences and being easy to prepare.

Total Physical Response (TPR) significantly enhances student motivation by engaging the kinesthetic sensory system, enabling rapid integration of information and skills (Asher, 1979) This effective teaching strategy boosts learners’ confidence and motivation, making it highly suitable for classroom use Additionally, TPR is particularly effective for children, as they learn best through active participation and hands-on experiences rather than passive thinking (Linse, 2005) Therefore, incorporating TPR into language instruction is recommended for improving both motivation and learning outcomes.

While TPR is often viewed as an engaging and stress-free teaching method, it has certain limitations Shy students may find physical activities challenging if they feel uncomfortable in the learning environment TPR is most effective for beginners, but can also be adapted for intermediate and advanced learners by modifying the language and activities, such as teaching advanced walking styles or cooking verbs Overusing TPR can lead to boredom, as it offers limited opportunities for creative expression and tends to focus on mechanical commands, often restricted to imperatives To enhance engagement, TPR should be complemented with other creative teaching strategies or integrated into storytelling sessions Additionally, teaching abstract vocabulary can be difficult with TPR alone; using visual aids like flashcards with pictures can effectively support such learning.

The relationship between TPR and young learners’ characteristics

Harmer emphasizes the importance of employing teaching methods tailored to the unique characteristics of learners (Harmer, 2002) Specifically, understanding the needs of young learners aged 8 to 10 is essential, as they share certain developmental and behavioral traits that influence effective instruction.

Young students primarily learn through right-brain activities that involve visual and auditory input, making physical movement-based language teaching, such as the TPR approach, highly effective (James, 2001) Their motivation significantly impacts second language acquisition, with teacher praise and positive feedback serving as powerful motivators that enhance students’ willingness to learn (Dửrnyei, 2003; Lightbown & Spada, 1999) Additionally, limited attention spans necessitate engaging teaching methods; incorporating humor and interesting, meaningful activities helps maintain students’ focus and reinforce memorization of new vocabulary (Marshall & Thomas, 2007; Jensen) The TPR approach is particularly effective at fostering motivation and engaging learners through multisensory, movement-based activities (James, 2001).

2000) TPR method absorbs fun and enjoyment into the classroom and increases students' concentration span (Marshall & Thomas, 2007).

Teachers’ perceptions

Teachers' perceptions and attitudes play a crucial role in promoting effective teaching practices Perception is generally understood as the ability to see, hear, or understand something, shaping how individuals interpret their environment (Bull, 2011) Hoffman (2008) describes perception in three ways: as the way we think about or understand someone or something, our ability to notice and recognize details easily, and the way our senses allow us to observe and interpret our surroundings According to Webster’s Pocket Dictionary (2010), perception is the capacity to become aware of or interpret stimuli through the senses, emphasizing its importance in understanding educational contexts.

Perception, as defined by Demuth (2013), is the process through which individuals interpret and understand objects or subjects based on their own experiences In the context of education, teachers’ perceptions influence their choice of teaching methods, their understanding of effective teaching strategies, and their view of their professional role For English teachers, perception often relates to seeing professional development as essential for becoming effective educators According to Kim and Hatton (2008), teachers’ perceptions form the foundation of their teaching practices, shaped by experience, action, and conceptual understanding, ultimately guiding their approach to teaching and learning.

Teachers' perceptions of teaching methods and the learning environment offer valuable insights, as they are based on continuous classroom observations of student understanding (Brown, 2007) These perceptions reflect teachers' interpretations of classroom dynamics, which, while not professional convictions, can influence their underlying beliefs—formed from conscious or unconscious assumptions (Borg, 2001; Bracey, 2016) According to Pajares (1992), there is a strong connection between teachers' perceptions and their beliefs, suggesting that understanding perceptions is essential to understanding teachers' educational behaviors and attitudes.

Belief and perception are often used interchangeably, though they play distinct roles in education (Moloi, 2009) Teachers' beliefs serve as fundamental factors that influence their classroom practices and instructional ideals (Kurniawati, 2006) Therefore, it is essential for educators to be aware of their own beliefs about teaching and learning, as these perceptions form the basic assumptions guiding their decision-making processes in the classroom.

Based on some explanations above, it can be concluded that perception is the way to think about or understand someone or something The term

In this study, "English teachers' perception" refers to EFL teachers' opinions on using Total Physical Response (TPR) to teach vocabulary Teachers' perceptions play a crucial role in the teaching and learning process, as they influence instructional decisions and classroom practices Additionally, understanding teachers' perspectives offers valuable insights into the effectiveness of teaching methods like TPR in enhancing vocabulary acquisition in EFL classroom settings.

According to Irwanto (2002), perceptions are shaped through the interaction between a person and an object, resulting in two types: positive and negative perceptions Understanding these perceptions is essential for analyzing individual responses and attitudes toward various stimuli Positive perceptions occur when individuals interpret interactions favorably, fostering engagement and satisfaction, while negative perceptions arise when interpretations are unfavorable, leading to dissatisfaction or avoidance Recognizing the differences between these perception types helps in developing strategies to improve experiences and perceptions in various contexts.

1 Positive perceptions: It is a perception that describes all information and responses positively Besides, someone who has a positive perception will accept and support the object that is perceived

2 Negative perceptions: This type of perception includes all information and responses that are in conflict with the perceived object

A person's perception, whether positive or negative, consistently influences their actions This perception is shaped entirely by how an individual interprets and defines their understanding of an observed object, highlighting the importance of personal viewpoint in behavioral responses.

Previous studies

There are numerous studies on the use of TPR in teaching English to young learners in a variety of academic contexts

Forero and Munoz (2011) conducted a case study to examine the impact of Total Physical Response (TPR) on vocabulary acquisition among third-grade students at Gamma School in Pereira, Colombia, demonstrating that TPR is effective and engaging for children aged 8-11 The study found that using TPR methods, including video recordings, fostered student interest, active participation, and a sense of freedom in learning, while also enhancing cooperation and self-confidence regardless of students' initial language abilities Notably, listening skills were primarily developed through TPR, making it a suitable approach for young learners However, given the small sample size of only six students, larger-scale research is needed to validate these findings and explore the broader applicability of TPR in language learning.

Sariyati (2013) conducted a study to assess whether Total Physical Response (TPR) enhances primary school students' English vocabulary learning more effectively than traditional methods The research involved 42 first-grade students, randomly divided into control and experimental groups, utilizing a quasi-experimental design with pre-tests and post-tests to measure vocabulary mastery Observation was also employed to monitor students’ reactions to the TPR method during the experiment The findings indicated that TPR is an effective and engaging approach for teaching English vocabulary to elementary students, making learning easier and more enjoyable However, some students tended to overact when responding to commands, and a few were less enthusiastic, shy, or less flexible.

Azli et al (2016) conducted a qualitative study to explore teachers' perceptions of the Total Physical Response (TPR) method for teaching speaking skills and to describe the typical activities teachers use with this approach Data collected through interviews, observations, and demographic backgrounds from five English teachers revealed five key themes: the use of body gestures in teaching speaking, challenges in learning vocabulary, effective strategies for teaching speaking, student participation and interaction, and the role of role-play in language instruction The study highlights how TPR facilitates engaging speaking lessons by incorporating physical movements and interactive activities, while also addressing common difficulties like vocabulary acquisition.

Ibrohim et al (2018) conducted a study to explore eighth-grade students' perceptions of teaching English vocabulary using Total Physical Response (TPR) technique and the benefits they gained Using a qualitative descriptive research method, data collected through surveys and interviews revealed that TPR effectively enhances students' English vocabulary learning This research highlights the positive impact of TPR on improving vocabulary acquisition among students.

Limited TPR (Total Physical Response) research has been conducted in Vietnam to assess its effectiveness in teaching English to young learners Hoang (2013) explored teachers' and students' attitudes toward vocabulary instruction, the practical use of TPR activities, and their impact on learning outcomes through questionnaires and follow-up interviews The study found that despite challenges in teaching vocabulary to children, most teachers are enthusiastic and committed to using TPR methods to enhance language acquisition.

Although TPR activities are not widely utilized, research shows they are highly effective in enhancing vocabulary learning among children through experimental teaching methods Ngo and Pham (2018) investigated the impact of the TPR approach on young learners' vocabulary acquisition and their attitudes toward learning with TPR However, their study provided only a theoretical background without practical measurement of effectiveness Future research should focus on exploring young learners' attitudes toward TPR in EFL classrooms in Vietnam to gain a deeper understanding and optimize its effectiveness in vocabulary teaching.

Current research highlights gaps in the literature regarding the application of the Total Physical Response (TPR) method in Vietnam Empirical studies consistently demonstrate that TPR positively impacts young learners' vocabulary retention and fosters more favorable attitudes toward language learning However, there is limited exploration of teachers' perceptions of TPR, especially within English as a Foreign Language (EFL) settings.

To fill these gaps, it is worthwhile to investigate EFL teachers' perceptions of the effect of TPR in teaching English vocabulary to young learners at primary school.

METHODOLOGY

Research design

A descriptive study using a mixed-methods design was conducted to explore teachers’ perceptions of Total Physical Response (TPR) in teaching vocabulary to young learners Combining both quantitative and qualitative data collection methods, this research offers comprehensive insights into how educators perceive the effectiveness and applications of TPR in early language instruction This approach enhances the understanding of TPR's role in improving vocabulary learning among young students, providing valuable information for educators and researchers interested in innovative teaching strategies.

A combined quantitative and qualitative approach offers a comprehensive understanding of teachers' perceptions of using Total Physical Response (TPR) to teach English vocabulary to young learners Quantitative research effectively captures structural features of social interactions and helps in selecting participants for qualitative studies, while qualitative research provides context, explores processes, and generates hypotheses Integrating both methods allows for triangulation of results, enriching insights and addressing the limitations of each approach According to Bryman (2017), this combination broadens the research scope, and Punch (1998) emphasizes how quantitative data can inform qualitative investigation Overall, employing a mixed-methods strategy maximizes the strengths of each approach, leading to more robust and nuanced findings in language teaching research.

Participants

This study involved 50 EFL teachers who have been teaching English at primary schools and language centers in Quy Nhon city The demographic characteristics of these participants are detailed in Table 3.1, providing insight into their background and professional experience.

This study primarily involved female teachers, accounting for 98% of participants, with only 2% male teachers All participants had received English language training at various colleges and universities, ensuring a diverse educational background The majority of the teachers were between the ages of [insert age range], highlighting a predominantly experienced cohort in English language education.

Most teachers are between 22 and 30 years old, with 92% having 1-5 years of teaching experience Only a small percentage, 2%, have taught for 6-10 years, as indicated in Table 3.1.

This research site was selected because it offered convenient access for long-term investigation and facilitated easy data collection Additionally, the study aimed to enhance effective English teaching and learning among young learners in Quy Nhon city, ensuring the research's relevance and impact.

Data collection

Three types of instruments were used to collect data for the study: questionnaires, interviews, and classroom observation

Questionnaires are essential tools for collecting data on intangible phenomena like attitudes, motivation, and perceptions that are challenging to observe directly When measuring opinions rather than factual information, a questionnaire incorporating a rating scale is commonly employed, allowing respondents to express their preferences or viewpoints effectively.

(Kumar, 1996) This questionnaire was adapted from previous research by Huong (2014) to be suitable the topic of study

This study surveyed 50 primary English teachers in Quy Nhon city using a questionnaire distributed via Google Forms during the COVID-19 pandemic, ensuring compliance with travel restrictions and social distancing guidelines Online data collection through Google Forms offered a more efficient and cost-effective alternative to traditional methods, facilitating faster data gathering amid pandemic constraints (Hlatshwako et al.).

Effective public health interventions for preventing and mitigating COVID-19-related harms depend on obtaining rapid, accurate results, which are crucial for guiding timely development and implementation strategies.

The questionnaire was divided into two sections: the first section gathered participants' personal information, including gender, age, and years of college teaching experience The second section comprised 30 items organized into two distinct clusters, designed to assess specific aspects related to the study.

The study assesses teachers' perceptions of using Total Physical Response (TPR) in vocabulary teaching through a structured questionnaire It includes 22 items divided into three clusters: perceptions of TPR's necessity, benefits, and drawbacks, each rated on a five-point Likert scale (Strongly Disagree to Strongly Agree) An additional cluster features eight closed-ended questions addressing challenges faced by teachers when implementing TPR for vocabulary instruction The questionnaire also incorporates open-ended questions to gather suggestions from EFL teachers on effectively applying TPR in English classes Prior to distribution, 50 EFL teachers received detailed instructions to ensure clear understanding of the questionnaire's purpose.

Table 3 4 Description of the items used for the survey

The items with the aim of surveying teachers’ perceptions of the necessity of TPR

The items with the aim of surveying teachers' perceptions of the benefits of TPR

The items aim to survey teachers' perceptions of the disadvantages of TPR

The items to survey teachers' perceptions of challenges that teachers may face when using TPR method

This research utilized semi-structured interviews to gather data, allowing researchers to develop a comprehensive understanding of participants' perspectives and situations (Dawson, 2002) This flexible interview format encourages participants to freely discuss topics they consider important, enriching the quality and depth of the data collected.

This study involved five teachers participating in semi-structured interviews to explore their perspectives on using Total Physical Response (TPR) for teaching vocabulary to young learners The interviews, lasting 15 to 20 minutes and conducted in Vietnamese, were designed to create an informal environment to reduce teachers’ anxiety, and each session was recorded for accuracy The process began with a brief explanation of the study’s purpose, followed by the interview questions, with the researcher seeking clarification and elaboration on key themes All responses were transcribed and supplemented with note-taking to ensure data reliability, providing valuable insights into teachers’ views on TPR methodology in vocabulary instruction.

Based on quantitative data, semi-structured interview questions were crafted to explore teachers’ perceptions and experiences with TPR in teaching English vocabulary to young learners The interviews began by assessing teachers’ views on the necessity of TPR for vocabulary instruction Teachers were then asked to elaborate on the benefits and disadvantages of using TPR in the classroom Additionally, they discussed the challenges encountered when implementing TPR during lessons and provided suggestions to address these issues, offering comprehensive insights into the effectiveness of TPR in young learners' vocabulary development.

Gaies (1991) highlights that classroom observation reveals how teachers interpret teaching methods in practice, rather than simply their mechanical application Hancock (1998) emphasizes that observation provides rich and credible information, making it a valuable data collection tool In this study, observation was employed during actual classroom teaching to gather comprehensive data, supported by the use of checklists to systematically track observed aspects Checklists offer a clear focus by highlighting specific lesson features, especially those that are easily quantifiable, though they should be restricted to one or two aspects for effectiveness Several published checklists, such as Wajnryb (1992), are available, but they can be adapted to suit specific teaching contexts, or teachers and cooperating teachers can collaboratively design personalized checklists to enhance observation accuracy.

This study employed a non-participant observational approach, where the researcher did not directly engage in the classroom activities but observed and documented teacher and student interactions (Gay, 2000) Prior to data collection, all three participating teachers were informed about the observation’s purpose and consulted to select appropriate classes for observation During the lessons, the researcher carefully recorded details about the use of Total Physical Response (TPR), classroom interactions, environment, student dynamics, activities, challenges faced by teachers, and their problem-solving strategies Additionally, voice recordings of the lessons were collected for future reference, ensuring comprehensive data collection for analysis.

Data analysis

Data analysis involves extracting meaningful insights from raw data to understand the underlying patterns and trends It requires researchers to interpret and logically analyze collected data to identify key components that explain the nature of the subject under study Effective data analysis is essential for uncovering valuable information that informs decision-making and enhances understanding (Denscombe, 2007).

This study used descriptive statistics to analyze teachers’ beliefs about implementing Total Physical Response (TPR) for teaching vocabulary to young learners Qualitative data from interviews and classroom observations were thematically analyzed through segmentation, categorization, and relinking of data to identify and interpret relevant themes (Grbich, 2007) The four stages of qualitative analysis—coding for themes, identifying patterns, interpreting these patterns, and developing theories—guided the comprehensive exploration of the research questions (Ellis & Barkhuizen, 2005).

To process the interview data, all student interviews were transcribed and carefully examined The researcher repeatedly reviewed the transcripts to ensure familiarity with the content, identifying key phrases and sentences with similar meanings These were then categorized into meaningful groups, and the codes were refined and revised to develop overarching themes, ensuring a thorough and systematic analysis.

The classroom observation data were thematically analyzed to identify key issues in English teaching and learning The researcher carefully examined the data, selecting relevant information that addressed the research questions Evidence of existing problems in the English education process was highlighted, along with examples illustrating these challenges Additionally, the analysis focused on how teachers address and resolve these problems in the classroom This thorough approach provides insights into effective teaching strategies and areas needing improvement within English language education.

Summary

This chapter outlines the research methodology, including participant details, data collection instruments, and analysis procedures Data were gathered through questionnaires, interviews, and observations, employing both qualitative and quantitative approaches The subsequent chapter will present and discuss the study’s key findings and comprehensive data analysis.

FINDINGS AND DISCUSSION

Findings from the questionnaire

This study explores teachers' perceptions of using Total Physical Response (TPR) in teaching English vocabulary, based on data collected through a structured questionnaire The findings, analyzed in relation to the research questions, provide valuable insights into the effectiveness and teachers' attitudes toward implementing TPR methods in vocabulary instruction.

4.1.1 Frequency of the use of TPR in teaching vocabulary

Figure 4 1 Frequency of the use of TPR in the classroom

Figure 4.1 shows that the use of Total Physical Response (TPR) in language classes is quite frequent, with 62% of teachers reporting regular use and 26% implementing TPR sometimes Despite positive perceptions of TPR's importance, only 8% of teachers rarely use it, and 4% never do This raises the question: "Why do some teachers not frequently use TPR?" Several possible reasons may explain this variation in implementation.

4.1.2 Teachers’ perceptions of the importance and necessity of TPR

The primary source of information used to analyze teachers' perceptions of TPR was a questionnaire titled “Teachers' perceptions of TPR in teaching English vocabulary to young learners” (See Appendices A)

Table 4 1 Teachers’ perceptions on the importance and necessity of TPR Items Disagree Neutral Agree Strongly

1 I think it is necessary to use TPR to teach vocabulary to young learners

2 I think that primary teachers should often use TPR method in teaching English

3 I realize that learners like to learn vocabulary through

4 I like using TPR in most vocabulary lessons

5 I think TPR is important in developing young learners’ vocabulary

From Table 4.1 above, it can be seen that 84% of teachers answered agree and 16% of teachers strongly agree It means nearly all teachers believe

Total Physical Response (TPR) is highly effective in teaching English vocabulary to young learners, with the majority of teachers supporting its use in classrooms Specifically, 10% of respondents strongly agree and 90% agree that TPR should be incorporated into English lessons, indicating strong professional support Additionally, 80% of teachers agree and 20% strongly agree that students enjoy learning vocabulary through TPR without feeling pressured, highlighting its positive impact on student engagement Most teachers also favor using TPR in vocabulary lessons, with 78% agreeing and 14% strongly agreeing Furthermore, 60% of educators strongly agree, and 40% agree that TPR is crucial in developing young learners’ vocabulary skills, demonstrating its recognized importance in language education.

4.1.3 Teachers’ perceptions of the benefits of TPR

Total Physical Response (TPR) offers numerous advantages for both teaching and learning English among young learners Teachers perceive TPR as beneficial because it enhances student engagement and improves language retention According to survey results presented in Table 4.2, educators recognize TPR’s effectiveness in creating an interactive and dynamic classroom environment, which supports young learners’ language development.

Table 4 2 Teachers’ perceptions of the benefits of TPR

6 TPR increases interaction between teachers and learners

7 Teachers can work well with mixed ability classes

8 TPR helps learners to motivate the lesson

10 TPR is fun and comfortable

11 Teachers can save time on preparation

12 TPR is easy to use 15 3% 31 62% 4 8%

13 TPR provides young learners with opportunities to practice vocabulary regularly

15 TPR caters to learners’ learning styles

16 TPR helps students acquire new vocabulary and memorize them meaningfully

Table 4.2 highlights that all teachers perceive TPR as an effective method to increase student motivation in English vocabulary lessons for young learners The results demonstrate that the majority of teachers recognize the numerous advantages of TPR, with heightened motivation being a primary benefit This widespread perception confirms that TPR significantly enhances student engagement and enthusiasm during classroom activities.

The results indicate that a significant majority of teachers and students find using Total Physical Response (TPR) effective for vocabulary learning, with 28% strongly agreeing and 72% agreeing that it makes learning enjoyable and comfortable Most teachers (94% agree, 6% strongly agree) confirm that TPR offers young learners regular opportunities to practice vocabulary, supporting meaningful acquisition and retention Overall, these findings demonstrate that TPR is a fun, engaging, and effective method for helping students learn and memorize new vocabulary.

Research indicates that 94% of teachers agree that Total Physical Response (TPR) is suitable for learners’ characteristics, highlighting its effectiveness in language teaching Specifically, 58% of teachers believe TPR saves preparation time when teaching vocabulary to young learners, with 52% agreeing and 6% strongly agreeing Additionally, 80% of teachers agree, and 20% strongly agree, that TPR is very easy to implement The majority of educators (86%) recognize that TPR works particularly well with kinesthetic learners who possess bodily-kinesthetic intelligence Furthermore, 90% of teachers agree that TPR is highly beneficial in accommodating diverse learning styles Overall, teacher feedback suggests that TPR is well-received and effective in enhancing language learning experiences.

4.1.4 Teacher’s perceptions of the disadvantages of TPR

The third part of the questionnaire is teachers’ perception of the disadvantages of TPR in the classroom This part consists of 5 items from 17-

22 The result is shown below

Table 4 3 Teachers’ perceptions of the disadvantages of TPR

18 TPR only works well for children

19 TPR is limited to imperatives

20 Students don’t have opportunity to talk in a creative manner

Table 4.3 highlights teachers' perceptions of the disadvantages of Total Physical Response (TPR) Most educators agree that these issues represent significant drawbacks, with 64% noting that TPR is particularly challenging for shy students to perform actions in front of the class Additionally, over half of the teachers (56%) believe that TPR is primarily effective for children, indicating limitations in its applicability for other age groups.

Most teachers acknowledge that Total Physical Response (TPR) is primarily limited to imperatives, with 14% strongly agreeing and 68% agreeing on this point While 6% strongly agree and 68% agree that TPR can restrict students’ creative expression, a minority (26%) believe that repetitive use of physical actions may become boring for students Conversely, the majority (74%) disagreed, emphasizing that varied actions and motivational rewards can prevent boredom Regarding the efficiency of TPR, only 2% strongly agree and 26% agree that it wastes significant time, with 50% disagreeing and 12% strongly disagreeing, indicating that most teachers do not see TPR as a time-consuming strategy.

4.1.5 Challenges that teachers may face when using TPR method

Table 4 4 Challenges teachers may face when using TPR method

23 Students are sometimes so crowded and noisy that their instructors cannot control the whole class

24 Teachers correct instantly errors of students

This may decrease their motivation

25 Teachers have difficulties in asking shy students to perform actions in front of class

26 Preparation becomes an issue for teachers at higher levels

27 It is time-consuming because TPR activities require the instructions of the teachers, the students’ demonstration and the teachers’ feedback

28 Abstract words are difficult to teach through this method

30 Classroom space is not enough to perform action effectively

Table 4.4 highlights several challenges teachers face when implementing TPR to teach English to young learners Most teachers (86%) struggle with managing noise from students, while 98% find it difficult to teach abstract words through this method Additionally, 52% of teachers experience challenges in encouraging shy students to perform actions in front of the class Errors during correction, made by only 26% of teachers, can negatively affect student motivation Physical constraints pose difficulties for 38% of teachers, and 30% find preparing diverse instructional materials like pictures, videos, and sounds increasingly challenging at higher levels Moreover, 80% of teachers consider TPR to be time-consuming due to its reliance on multiple stages such as teacher instruction, student demonstration, and feedback, which can disrupt lesson flow Finally, 65% of respondents view limited classroom environments as a significant obstacle to effectively using TPR.

Most students prefer learning vocabulary through Total Physical Response (TPR), finding it engaging and effective Teachers recognize that TPR boosts student motivation, makes lessons more fun and comfortable, and aids in meaningful vocabulary acquisition and retention However, some challenges include difficulties for shy students performing actions publicly and the perception that TPR is more suitable for children Additionally, teachers often find TPR time-consuming and less effective for teaching abstract words, which limits its use in the classroom.

Findings from the interview

The qualitative data from the interviews were delved into in order to have a more profound understanding of the mainsprings underlying teachers’ perceptions toward the use of TPR

Question 1: EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners

The interview results closely aligned with the questionnaire findings, highlighting a positive perception of using TPR for teaching English vocabulary to young students All five teachers expressed favorable attitudes towards incorporating TPR in vocabulary instruction Implementing TPR contributed to notable improvements in student engagement, comprehension, and retention of vocabulary concepts.

TPR assists the learners in understanding and remembering words

Participants unanimously agree that TPR (Total Physical Response) enhances young learners' ability to understand English vocabulary more effectively and swiftly Teacher 1 highlighted that incorporating physical movement helps students remember vocabulary better, stating, "Every time I use TPR to teach vocabulary to young learners, my students understand the material better They grasp the material more quickly when they observe their teacher performing an action and then imitate it." This feedback underscores TPR's effectiveness in making vocabulary learning engaging and memorable for young students.

Students enhance their vocabulary retention by imitating the teacher's actions, making learning more engaging and effective Incorporating movement into vocabulary lessons helps students remember new words more easily Using physical activity during teaching promotes better memory recall and reinforces language learning.

3 further said: "If there is movement, it may help them remember more easily

As a result, later students will be able to associate the movement with the vocabulary they learned” (T3)

Teacher 4 emphasized that movement has the potential to improve vocabulary learning When the teacher explains the meaning of a word with a movement, the students' memory improves because they were able to connect a new word to physical action As a result, their memory retention improves

Using actions to reinforce learning is highly effective, as it helps students grasp concepts more quickly and enhances their understanding of vocabulary As demonstrated and personally experienced, incorporating physical actions or gestures can significantly improve students’ memory and comprehension Implementing visual and kinesthetic cues is an essential teaching strategy to support student engagement and learning effectiveness.

TPR increases students’ interest, motivation, and enthusiasm for learning

All of the teachers agreed that TPR can increase students’ enjoyment of vocabulary learning The following comments from teacher 1 exemplify this point of view:

"TPR enables me to employ body movements to pique my students' interest in the lessons." (T1)

Significantly, TPR necessitates students' active participation in vocabulary learning, which means that the use of actions is what kept them interested in learning vocabulary As teacher 2 explained:

Students are highly engaged and excited to learn during TPR lessons, often expressing enthusiasm with comments like, "Miss, this is fun; let's do it again." Their interest in these interactive activities demonstrates that TPR not only enhances their listening and comprehension skills but also encourages active participation in the classroom, making learning enjoyable and effective.

Teacher 3 mentioned that her students were enthusiastic about learning English vocabulary and also improving students' listening fluency She once thought that " this method is useful in increasing student motivation Students are motivated to memorize this vocabulary because I present new vocabulary through oral practice and actions that require students to repeat themselves

That makes it easier for them to remember new vocabulary That is the advantage.” (T3)

Similarly, teacher 4 claimed that using TPR made the students follow her instructions and movements

Children often learn effectively through play and movement, observing and following instructions to understand concepts They tend to ask, "Oh, it works like this, right, miss?" confirming their understanding before applying what they've learned This hands-on approach reinforces learning and promotes active engagement.

Students' motivation increased significantly when teachers implemented the TPR (Total Physical Response) method, as engaging physical gestures captured their attention and stimulated their curiosity By performing body motions, teachers effectively intrigued students, encouraging them to actively deduce the meaning of lessons According to Teacher 5, this interactive approach fosters greater student engagement and enhances learning outcomes.

During my lessons, students eagerly compete to guess the meaning of body actions, demonstrating active engagement and enthusiasm When someone guesses incorrectly, they remain attentive and focused, showing a strong desire to understand Their friendly competition to be the first to identify the correct meaning fosters a dynamic and motivated learning environment, enhancing overall participation.

From the excerpts above, it was concluded that the implementation of TPR could attract most students’ attention to the teacher’s interesting actions and performance

TPR creates active and comfortable learning environments

Three participating teachers agreed that Total Physical Response (TPR) creates a dynamic and engaging classroom environment, significantly boosting student participation with learning materials They observed that incorporating movement rather than rote memorization enhances active student engagement, leading to more effective language acquisition Teacher 1 emphasized that using TPR techniques fosters a lively classroom atmosphere that motivates students to participate actively and improve their language skills through movement-based learning strategies.

Total Physical Response (TPR) effectively captures students' attention by creating an engaging and dynamic classroom environment For instance, when I announced, "We will play games today," students immediately became curious about what activities awaited them, demonstrating TPR's ability to stimulate interest Additionally, incorporating a variety of games into lessons keeps students motivated and eager to participate, reinforcing the effectiveness of TPR in promoting active learning.

Furthermore, students became excited about the vocabulary they would be learning Teacher 2 added:

"When I asked them to use memorization, students became bored

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Teacher 4 stated that "Students easily understand and follow the instruction of learning activities They were exhilarating and full of energy They felt almost no pressure to learn new words Furthermore, the enjoyable classroom environment made them feel emotionally at ease with learning tasks." (T4)

Findings from the classroom observation

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The first meeting revealed that the teacher uses language mixing based on the lesson activities, primarily using her mother tongue to facilitate student understanding She acts as a model by demonstrating actions before encouraging students to imitate, but student engagement remains low, with few students responding actively The teacher must persuade students not to be afraid of volunteering, leading some to participate while others stay embarrassed or distracted by peers Additionally, the classroom environment is unsuitable for Total Physical Response (TPR) activities, hampering effective implementation of the teaching method.

During the next class, students felt happier and more relaxed after singing “The Weather Song” together, creating a positive learning atmosphere The teacher reviewed weather vocabulary in both English and Vietnamese, with students imitating her gestures to reinforce understanding Using rapid and random movements, the teacher captured students’ attention and encouraged them to focus on the lesson By this session, students were more engaged and familiar with Total Physical Response (TPR), following instructions attentively and stopping conversations Those who were shy initially showed increased attention, while students who previously talked during class began to participate actively, demonstrating improved classroom behavior and learning enthusiasm.

During the latest class, students successfully performed activities independently, demonstrating improved understanding and engagement with Total Physical Response (TPR) techniques They quickly followed commands without teacher cues, supported peers who needed help, and showed increased enthusiasm for learning through movement-based activities Students responded eagerly to songs introduced by the teacher, actively participating by standing up and demonstrating words from the song, often requesting more when the music stopped Despite their excitement and participation, the classroom was crowded and chaotic due to its size, highlighting the need for a larger space to facilitate free movement and enhance the learning environment.

During the first classroom session, the teacher emphasized silence and attentive listening, while the interaction observed included the use of language mixing, with the teacher occasionally using the mother tongue to clarify instructions, reflecting a characteristic of the Total Physical Response (TPR) method The teacher acted as a model by demonstrating actions related to the lesson, which students were encouraged to imitate, facilitating easier comprehension through imitation rather than memorization—highlighting the role of students as imitators, a key advantage of TPR Despite implementing some aspects of TPR, some students appeared bored, less responsive, and confused, likely due to the activity being new to them The teacher addressed this by continuously singing and demonstrating movements for each word, helping students follow along However, time management during the session was poor, limiting opportunities for students to practice the language skills effectively.

During the second meeting, the teacher served as a role model by demonstrating commands and encouraging students to imitate her actions, which boosted their confidence in learning new words Movement and actions played a crucial role in increasing students' motivation and reducing fear of making mistakes, fostering a positive learning environment Visual aids, such as pictures of animals labeled with their names, helped students easily understand and memorize vocabularies quickly The teacher utilized gestures and random, rapid imitation exercises to maintain students' attention and enhance focus on the lesson Additionally, the teacher improved time management skills compared to the first meeting, ensuring a more effective and engaging learning experience.

In the third meeting, the teacher's role remains similar to previous sessions but focuses on implementing the Total Physical Response (TPR) method by having students demonstrate and imitate English vocabulary through physical actions This approach positions the teacher as a model and students as imitators, leading to a notable increase in student participation Unlike earlier sessions, students displayed greater confidence, showing less doubt or embarrassment Additionally, students who previously struggled with pronunciation received more opportunities to practice, and the teacher encouraged all students to sing a song to reinforce learning, resulting in improved engagement and language skills.

The classroom observation revealed that the current classroom layout is not conducive to implementing Total Physical Response (TPR) activities effectively Additionally, factors such as class size, teaching aids, and available time were identified as obstacles to successful TPR integration Despite these challenges, the teacher managed to control student noise by using strategies like pointing at students randomly or calling out the names of those making noise, demonstrating effective classroom management skills.

Teacher did the warm-up to create an enjoyable classroom by giving them a song Teacher showed the video of a song and children just enjoy the video

The researcher observed that students were happy and engaged in learning English, highlighting the positive impact of the teacher's instructional approach The teacher effectively stimulated student interest by beginning the lesson with a fun and interactive activity—singing the song "Good Morning"—which enhanced their enthusiasm for learning This initial engagement set a cheerful tone for the lesson, demonstrating the importance of creative teaching methods in language education Overall, the findings suggest that using melodic and participatory activities can significantly boost student enjoyment and motivation in English classes.

The intervention aimed to foster a positive attitude toward learning English and enhance students' focus on the subject Students gained confidence by responding correctly to the teacher’s instructions, demonstrating increased motivation Notably, the teacher’s demonstration of the action "jump" inspired students to actively imitate, eagerly repeating "jump jump jump !" with enthusiasm and joy Most students remained engaged and cheerful throughout the activity, showing no signs of fatigue or boredom However, a few shy students spoke softly, smiled quietly, and showed less outward enthusiasm, highlighting diverse levels of comfort and participation among the students.

During the second meeting, the teacher continued to use the imperative and Total Physical Response (TPR) methods, where students imitated the teacher's actions to reinforce English vocabulary The teacher served as a model, prompting students to respond physically, which increased engagement and enjoyment The use of a lively video song titled "You Are Happy in the Summer Holiday" further stimulated the students, who actively participated by singing and following the movements, demonstrating their understanding despite the song being new However, their high activity levels and chatter made it difficult to maintain classroom control, as they frequently stood up and moved around, which disrupted the lesson flow.

During the third meeting, students paid great attention to pictures with the teacher labeling the names of places, which facilitated easier understanding and memorization The researcher observed high student engagement and motivation, as they actively responded to instructions with enthusiasm and louder voices Students participated actively in every activity, including singing the song "Where You Are Going?" together, demonstrating enthusiasm and impatience to perform Some students even overacted during commands, and many asked the teacher to sing again after time was up Overall, the students appeared happy and enjoyed the lesson, as the teacher used videos and engaging activities to create a comfortable classroom environment and help students focus on learning.

Discussion

The purpose of this study is to investigate teachers' attitudes toward the use of TPR methods The results of the questionnaire survey and interview were discussed below

4.4.1 EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners

Most teachers have a favorable attitude toward the implementation of Total Physical Response (TPR), recognizing its positive impact on students’ vocabulary development, especially among young learners A significant benefit of TPR is its ability to increase student motivation during lessons, with 98% of teachers believing it effectively motivates children by engaging their need for movement, which is particularly important for active boys Research supports these findings, indicating that TPR reduces students’ affective filters and boosts their English learning motivation Observations reveal that students become more enthusiastic and engaged in class when TPR strategies are used, demonstrating increased happiness, interest, and physical participation during lessons.

(2005), children prefer to learn foreign languages through music and movement This statement can support the result of observation findings

The data in Table 4.2 show that 100% of teachers agree that movement enhances students' vocabulary retention, supporting Phillips' (1993) view that young learners respond to language through action and practical use rather than as an abstract system Observations further confirm that when students pay attention, they have opportunities to move around the classroom through interactive activities such as giving commands and demonstrating actions, which reinforces learning Additionally, effective vocabulary teaching involves introducing words meaningfully and maintaining an engaging lesson, aligning with Cameron's approach to making language lessons both practical and interesting for learners.

In 2001, it was emphasized that teachers should incorporate sensory-rich and experiential methods to enhance learning, recognizing that young learners learn best through active engagement Learning by doing allows students to see, touch, feel, smell, and experience new words, helping them internalize vocabulary more effectively When teachers create simple actions that correlate with vocabulary, students can better connect movement to meaning, leading to longer-lasting retention This approach aligns with McCarten's (2007) theory that introducing vocabulary gradually, one item at a time, supports students' understanding and internalization of new words, making the learning process more effective.

Most teachers (72% agree, 28% strongly agree) believe that Total Physical Response (TPR) enhances student engagement by making learning more fun and active, supporting Larsen-Freeman's (2004) assertion that TPR creates a more enjoyable learning experience This aligns with Shearon's (2005) findings on TPR's effectiveness in reducing student pressure and stress, as observational data confirmed students enjoyed class activities without experiencing stress Additionally, Nuraeni (2019) found that TPR can boost students' self-confidence, highlighting its benefits for promoting a positive, relaxed classroom environment.

The study's findings demonstrate that using Total Physical Response (TPR) effectively attracts and maintains students’ attention, as confirmed by questionnaire responses, observations, and interviews Teachers reported that incorporating body language and physical actions sparked students’ curiosity and interest, leading to increased participation Despite occasional misunderstandings, students actively engaged in activities until they achieved correct comprehension Conversely, reliance solely on traditional instructional methods can lead to boredom and inattention, especially among young children with short attention spans (Zhang, 2007) These results align with previous research (Ching, 2007; Hsu, 2006; Mo, 2008; Tsai, 2004), emphasizing that TPR strategies are vital for engaging students and fostering an interactive classroom environment.

Table 4.3 reveals that over half of the teachers (55.6%) believe TPR is suitable only for beginner students, as students in grades 6 through 10 tend to learn new language elements better through imitation and repetition According to James Usher, TPR becomes ineffective when used excessively without complementary activities, leading to boredom and decreased motivation Interview findings support questionnaire results, indicating that frequent use of TPR can cause student demotivation and loss of interest due to repetitive actions, consistent with prior research by Guo (2009) and Ma (2003) While TPR is a valuable teaching method, overuse, especially with advanced learners, can lead to frustration and perceived time waste Therefore, integrating TPR with other pedagogical strategies is recommended to enhance vocabulary acquisition and overall language learning, as suggested by Gouin (1894), who emphasized combining methods to effectively teach words, phrases, grammar, and texts.

4.4.2 The implementation of TPR and the challenges faced by teacher

Research indicates that 62% of primary school teachers always implement Total Physical Response (TPR) for vocabulary instruction, with an additional 26% using it occasionally, highlighting its effectiveness in engaging children, especially beginners, for quick and easy word learning All surveyed teachers (100%) agree that students enjoy TPR methods, as it promotes active participation and creates a lively classroom environment, making learning enjoyable Furthermore, every teacher recognizes the necessity and benefits of integrating TPR into primary school English vocabulary lessons to enhance student engagement and retention However, a small minority of teachers (12%) rarely use TPR, relying instead on textbook pictures; despite this, educators are encouraged to supplement existing resources with their own techniques to maximize teaching effectiveness.

According to Table 4.4, over half of the teachers (52%) experience difficulties when asking shy students to perform actions during vocabulary activities using the TPR method Observations support this, showing that hesitant students often remain reluctant to respond or speak commands in front of the class While confident students actively participate by responding promptly and raising their hands, shy or doubtful students tend to respond with suspicion, which disrupts their concentration and hinders their understanding of instructions These students rarely raise their hands or speak, indicating a need for teachers to implement motivational strategies, such as awards and engaging activities, to encourage their active participation and boost confidence.

Based on questionnaire results, 86% of teachers agree that crowded and noisy classrooms often make it difficult to maintain control Observations confirm that highly active and talkative students frequently stand, move around, and engage loudly during lessons, hindering effective teaching For instance, when a student makes a mistake, classmates tend to laugh and shout subconsciously, increasing classroom noise To address this, teachers should focus on improving classroom management by selecting appropriate strategies for handling noisy students and fostering a positive, relaxed atmosphere Simple solutions like changing seating arrangements, such as creating a large circle without tables, can help reduce noise and improve control.

According to the questionnaire data, 98% of teachers confirmed that TPR is ineffective for teaching abstract words, highlighting the need for careful material selection based on learning objectives When the goal is to enable students to respond and speak, TPR can be effectively used with appropriate materials involving physical activities such as giving commands, expressing feelings, or identifying parts of the body However, over 50% of teachers agree that limited classroom space hampers the effective implementation of TPR, especially in larger classes where movement is restricted Observations indicate that classroom size and student numbers should be proportionate to facilitate free movement, addressing a key drawback of the TPR method.

The interview findings reveal that many students enjoy performing in front of the class, with exaggerated movement by teachers encouraging more students to participate However, shy students often experience stress and anxiety when pressured to perform embarrassing actions publicly As adolescents around age 12 develop, they become more sensitive to peers' perceptions, striving to avoid childish behaviors that might lead to ridicule (Zhang, 2007) To reduce feelings of humiliation, teachers can implement less childish activities or encourage group performances, allowing students to socialize and build confidence collaboratively.

CONCLUSION AND IMPLICATIONS