STATE BANK OF VIETNAM BANKING ACADEMY Foreign Language Faculty GRADUATION THESIS Topic THE PRACTICALITY AND POSSIBILITY OF APPLYING TPR METHOD IN TEACHING ENGLISH FOR PRESCHOOLE
INTRODUCTION
Background of the study
In today's world, proficiency in a second language is a key indicator of an individual's capabilities, with English being one of the most sought-after languages for fluency Consequently, many parents strive to create optimal English-learning environments and adopt effective teaching methods for their children from an early age.
Selecting an effective teaching and learning method is a complex task for parents, especially given the multitude of options available for different age groups Common approaches, such as task-based language learning and the communicative approach, often share a teaching-centered focus that can lead to mechanical vocabulary acquisition and diminished interest in learning English To make the right choice, it is crucial for parents and teachers to understand the characteristics of language learning and how young children effectively acquire a second language Research indicates that interaction is vital for English acquisition, emphasizing that vocabulary comprehension forms the foundation of communication Therefore, it is essential to choose methods that maximize vocabulary exposure Additionally, creating a comfortable and engaging learning environment is key for preschoolers and primary students, as traditional methods often stifle student participation by requiring them to remain passive.
In traditional classrooms, where teachers dominate the conversation, students often become disengaged and lose focus, leading to a lack of effective learning To address this issue, it is essential to explore alternative teaching methods that actively engage students and meet the needs of both parents and learners.
Total Physical Response (TPR) is an engaging teaching method that combines actions, visuals, and objects to enhance vocabulary learning This student-centered approach incorporates speaking and body movements, making lessons interactive and enjoyable By minimizing boredom and promoting active participation, TPR effectively helps children grasp the meanings of words while fostering a love for learning English As a result, TPR is an essential technique to implement in contemporary English language instruction for children.
Objectives of the study
This study investigates the effectiveness of Total Physical Response (TPR) in teaching English compared to traditional methods The primary objective is to assess whether TPR offers superior learning outcomes for preschoolers and primary students Additionally, the research explores the practicality and feasibility of implementing TPR in English language instruction for young learners.
Significance of the study
This study serves as a crucial foundation for selecting effective English learning and teaching methods for children With the plethora of available methods today, many individuals are often confused about their effectiveness By conducting this research, we aim to enhance understanding of Total Physical Response (TPR), enabling parents to make informed decisions regarding the best learning methods for their children Additionally, this insight will assist teachers in identifying suitable approaches, ultimately facilitating a more effective and convenient English teaching experience.
Scope and Delimitation of the study
The research has been conducted at Amslink English Center (Hanoi, Vietnam) There were 105 parents and 21 teachers whose children and pupils aged from 3 –
11 taking part in the questionnaires, giving their opinions about the improvement of their children after learning English with TPR method
There are some delimitation from the scope of the study that is mentioned as follows:
The writer chose to focus on a specific learning and teaching method due to its growing significance in today's educational landscape In the realm of foreign language acquisition, selecting the right method is crucial, as it directly influences the effectiveness of learners' studies.
The study focuses on a specific group of preschoolers and primary pupils, involving a sample of 100 parents and 21 teachers who implement the Total Physical Response (TPR) method at AEC Due to time constraints, the sample size is relatively small compared to the overall population.
Definition of Terms
Mastering is that you are really good at something and can use it fluently as a master
Task-based language learning method is a type of learning method that students learn foreign languages by completing assigned tasks
Communicative approach is a method in which students approach languages through communication
Teaching-centered is an approach in which teachers are considered the center of the class, giving all the activities and information In this model of class, students are quite
4 passive They cannot do anything without their teacher
English acquisition is the state one person can use English as his mother language Body movement is the way our bodies move physically
REVIEW OF RELATED LITERATURE
Overview of English Learning Environment for Preschoolers and Primary
In recent years, English has emerged as the global language, prompting parents to prioritize English language exposure for their children This trend is particularly prevalent in Southeast Asian countries, where it is increasingly common for children aged 3 to 7 to begin learning English at an early age.
In China, students typically begin studying English as a primary subject in grade 3, but a significant majority of parents (70% of 2003 surveyed) choose to introduce English to their children as early as ages 3 to 4 Children aged 3 to 6 often attend specialized language centers focused on preschool education Similarly, in Korea, English instruction starts in the third grade of elementary school Notably, many kindergartens, particularly private institutions, incorporate English language teaching, allowing preschoolers to familiarize themselves with basic math concepts such as counting, addition, and subtraction in English.
In Japan, formal English education for students begins in the first year of junior high school, following six years of elementary education However, as of 2010, over 300 kindergartens in major cities offered English classes for preschoolers aged 4 to 6 While some of these institutions implement a bilingual education model, others provide only minimal exposure to the language, allowing children to become familiar with English in a limited timeframe.
In elementary school, starting in 5th grade, students get used to English only 1 lesson per week The main purpose of English hours in preschool and elementary school is to
6 help children start to be aware of the difference and variety of language and culture, from that children gradually get acquainted with "international awareness"
In Southeast Asia, English language education is increasingly integrated at all educational levels, supported by education reform initiatives This trend aims to enhance the effectiveness of information technology in learning, foster a positive environment for English practice, and implement bilingual programs Malaysia exemplifies this approach, as its Ministry of Education's National Education Program (2013-2025) seeks to cultivate "bilingual citizens." The program emphasizes the training of preschool teachers in English, mandating at least 10 hours (600 minutes) of English communication weekly in preschools that have yet to adopt bilingual curricula.
In Vietnam, the demand among parents for introducing preschoolers to English is rapidly increasing An online survey by the National Foreign Language Project Management Board revealed that as of April 2018, over 75% of public preschools and more than 20% of private schools nationwide have implemented English familiarization activities, marking a significant rise of 20.3% since 2017, 26.4% since 2016, and 30.5% since 2015 In Hanoi alone, nearly 50,000 preschoolers across 396 preschools in 12 districts are participating in pilot programs designed to help them become acquainted with the English language.
The current emphasis on early childhood education highlights a growing concern for children's development, with a particular focus on equipping preschoolers with essential English language skills to prepare them for future success.
The Knowledge Background contributing to the TPR Teaching Method Foundation
The TPR teaching method was invented by James Asher and introduced to the public in the late 1960s This is a great contribution to foreign language teaching because applying
James Asher's Total Physical Response (TPR) method has yielded significant positive outcomes in second language learning This approach is grounded in three key hypotheses derived from two foundational theories: linguistic and psychological.
2.1 Main Hypotheses represented in the TPR Method about Foreign
2.1.1 First Hypothesis: The brain is naturally predisposed to learn language through listening
Listening is the essential first step in the language learning process According to Asher, learners effectively internalize a new language when they physically respond to language input He suggests that speech emerges naturally and spontaneously once learners have absorbed the target language, emphasizing that this development should occur without pressure.
In his book "Learning Another Language Through Actions," James proposes that the brain and nervous system are inherently designed to learn languages, whether first or second, following a specific sequence and method This sequence emphasizes listening before speaking, while the method involves aligning language acquisition with the individual’s physical movements.
2.1.2 Second Hypothesis: Effective Language Learning must engage the right hemisphere of the brain
Until the late 20th century, it was widely believed by scientists that the functions and abilities of individuals, such as learning a foreign language, were largely dictated by the dominance of one side of the brain over the other.
Scientists have traditionally viewed the brain's two hemispheres as having distinct functions in learning; the left hemisphere is associated with language, mathematics, and logic, while the right hemisphere is linked to spatial abilities, visual imagery, and music.
8 recognize faces The left hemisphere of the brain also controls the movement on the right side of the body
Asher presents a unique perspective on language acquisition, emphasizing the role of physical movement, which is primarily managed by the right hemisphere of the brain He believes that the interplay between movement and language comprehension is crucial for effective language learning, as highlighted in the book "Approaches and Methods in Language Teaching."
To facilitate natural speech development, it is essential for individuals to prioritize learning through the right hemisphere of the brain The left hemisphere requires substantial exposure to right-hemisphere-based input before effective communication can take place.
2.1.3 Language learning should not involve any stress
Stress and negative emotions can hinder the natural process of language learning Asher identifies the high-stress levels associated with many language-teaching methods as a significant drawback He advocates for teachers to emphasize meaning and incorporate physical movement in their lessons to reduce stress and enhance learning.
2.2 The Related Theories to the TPR Teaching Method
In the early 20th century, Asher observed various foreign language teaching projects and concluded that comprehension is the fundamental skill necessary before speaking Similarly, child psychologists Arnold and Thompson noted in the 1940s that children could understand complex adult speech even before they began to speak They argued that once children internalize the complexities of language, they develop a proficient spoken language that remains with them, prompting them to actively use multiple languages In the 1980s, Chomsky and other linguists introduced the Universal Grammar Theory, which posits that even with limited and inconsistent language input, individuals can still grasp grammatical structures.
In a Total Physical Response (TPR) classroom, students are encouraged to comprehend spoken language without the immediate pressure to repeat or speak The teacher focuses on facilitating understanding rather than expecting quick verbal responses from the students, allowing them to absorb the language at their own pace.
In the TPR teaching method, teachers often delay encouraging students to speak, as they believe that listening and comprehension must come before verbal expression Without a solid understanding of what they have heard, students are unable to effectively produce language output.
The TPR (Total Physical Response) teaching method leverages the psychological concept of "memory trace," which posits that frequent and intense interactions enhance memory retention and recall This method emphasizes a "listen-act" model, incorporating significant body movements to reinforce understanding and improve memory retention Additionally, TPR acknowledges the importance of humanistic psychology, suggesting that positive emotional connections between teachers and students can alleviate anxiety and foster a supportive learning environment It advocates for allowing students to prepare thoroughly before speaking and encourages a tolerant approach to their mistakes By reducing anxiety and promoting a positive mood, TPR enhances students' willingness to express themselves through action, ultimately boosting their learning efficiency.
Overview of TPR Teaching Method
TPR, which stands for Total Physical Response, is a teaching method built by James
J Asher Its principle is creating joys and effectiveness in learning English by coordinating body movements and speech During the period of researching about English acquisition, James has figured out that teachers should combine language and actions to teach English through TPR method Besides, he points out that learners should start from the listening skills, then speaking, so that they can study English effectively
Total Physical Response fosters a relaxed learning environment, allowing students to alleviate the stress associated with speaking English By creating favorable conditions for learning, teachers can enhance student engagement When students are actively involved in the learning process, the overall teaching effectiveness improves significantly.
3.2 Characteristics and Principles of TPR Teaching Method
The TPR (Total Physical Response) teaching method emphasizes that abstract thinking is rooted in image thinking, with the brain's right hemisphere managing abstract concepts and the left hemisphere focusing on visual imagery Consequently, this method advocates for teaching in real or realistic contexts, encouraging students to engage with the world through their senses instead of depending solely on audio-visual aids.
3.2.1 The Characteristics of TPR Teaching Method
The TPR teaching method emphasizes the importance of enhancing students' listening skills as a foundational step before progressing to speaking and writing abilities Key characteristics of this approach include its focus on active participation and the use of physical movements to reinforce language acquisition.
1) Considering listening the crucial activity in the classroom
2) Teachers should allow students to participate in a lot of 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 stress
5) It helps to develop 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
3.2.2 The Principles of TPR Teaching Method
Total Physical Response (TPR) exemplifies the comprehension approach to language teaching, which prioritizes listening as a key component of language development This method does not demand spoken output during the initial learning stages; instead, teachers allow students to absorb the language through listening before encouraging spontaneous speech In the early phases of instruction, students may respond to their instructors in their native language, fostering a comfortable learning environment.
Total Physical Response (TPR) primarily focuses on enhancing listening comprehension, but its ultimate aim is to foster oral fluency According to Asher, improving listening skills is the most effective approach to achieving proficiency in spoken language.
TPR lessons are structured around grammar, particularly focusing on verbs Instructors provide commands that align with the specific verbs and vocabulary being taught The key emphasis of these lessons is on understanding meaning, setting TPR apart from traditional grammar-based approaches like grammar-translation.
Grammar is primarily acquired through induction rather than explicit instruction Students are expected to subconsciously grasp the grammatical structures of a language by engaging with spoken language input This process involves decoding the messages within the input to understand their meanings, a method known as code-breaking.
Total Physical Response (TPR) is an effective language teaching technique and philosophy that emphasizes listening over speaking In this approach, teachers are not restricted to using only TPR techniques; they can incorporate various methods while adhering to its core principles The responsibility for determining the input that students receive rests solely with the teacher, allowing for a tailored learning experience that enhances comprehension.
To summarize, the principles of TPR include 5 following key points:
(1) The teacher plays the role as the director, and the pupils respond physically in accordance with the instructions of the teacher
(2) Listening, comprehending and then physical response are emphasized more than oral productions
(3) The imperative and interrogative modes are usually employed
(4) Humor is often employed to increase the enjoyment of learning
(5) The TPR method can improve the pupils’ confidence to speak the target language
The TPR (Total Physical Response) teaching method is a student-centered approach that employs diverse techniques and materials, focusing not just on single words but also on full sentences In a typical TPR classroom, activities predominantly utilize imperative sentences, alongside engaging methods like slide presentations and role plays Teachers design scenarios, such as library settings or classroom interactions, prompting students to respond with actions Slide presentations serve as visual aids, enhancing instruction and facilitating questions, such as asking students, "What can you see in the slide?"
In a Total Physical Response (TPR) class, the initial focus is on the teacher's gestures, actions, and sounds, with no specific materials required at the outset However, as the course progresses, the importance of materials increases For beginners, everyday items like rulers and pens can be introduced, and as the curriculum advances, additional resources such as pictures, text charts, and slides may be utilized to enhance learning Asher also provides specialized student kits designed for various contexts, such as classrooms and stations, allowing students to engage in role-playing scenarios when necessary.
In this engaging classroom activity, the teacher displays 26 letters on various boards while each student holds a corresponding card To help students memorize the letters, the teacher continues reading them aloud until the students are familiar with the sounds When a student's letter is called, they respond with "Yes, here I am," and then exchange their cards accordingly This interactive method not only reinforces letter pronunciation but also enhances writing skills, allowing students to focus more effectively on the learning process.
Students often struggle to maintain attention in class due to their psychological characteristics, which can hinder their engagement with the teacher Creating a positive classroom atmosphere fosters interaction among students and between students and teachers, helping to sustain focus To enhance English thinking, teachers can incorporate relevant games into their lessons For example, a teacher might divide the class into two groups: one representing "snow" or "winter" and the other "rain" or "summer." These groups face each other, standing three meters apart, to facilitate an engaging learning experience.
In a fun classroom activity, 14 students participate by throwing a ball to the "rain" group while shouting color names like "white." The opposing group responds with creative phrases such as "white peach," reinforcing their understanding of colors The game continues as they toss the ball to the "snow" group, maintaining the color-themed shouts The teacher monitors the game to determine the winning group based on time, rewarding them with prizes This engaging game fosters students' English language skills and promotes English thinking in a relaxed and enjoyable environment.
Learners possess a strong curiosity and a desire to excel, making competitive activities an effective way to stimulate their enthusiasm for learning English Teachers can leverage these psychological traits to enhance language skills through engaging games For example, by dividing students into groups with unique names and slogans, and introducing competitions between boys and girls or individuals and teams, teachers can create an exciting learning environment This competitive spirit not only elevates students' emotions but also makes the process of language learning more enjoyable.
Advantages and Disadvantages of TPR Teaching Method
Every teaching method has its pros and cons, and Total Physical Response (TPR) is no exception This article will clearly outline the benefits TPR offers to students, as well as the potential drawbacks associated with its use.
According to “Teaching Children Using a Total Physical Response (TPR) Method:
Rethinking” (Widodo, 2005), TPR teaching method has brought advantages as follows:
- It is an enjoyable method Students can get relaxed when experiencing it, and it
15 makes the learning atmosphere of the class become more cheerful
- It is highly effective in helping learners memorize vocabularies and phrases
- It is a perfect method for tactile learners who tend to be active in class
The teaching approach is effective for classrooms of any size, as student engagement is driven by the teacher's leadership, ensuring that all students, regardless of class size, remain attentive and follow along.
This method employs engaging actions and visual materials, making it accessible to students of all levels Its inclusive approach ensures that it accommodates mixed-ability classes, enhancing learning opportunities for everyone.
Besides the advantages mentioned above, the TPR teaching method still has the following disadvantages:
- Students who have not done those activities much before might feel a little bit shy when using this method
- It is not flexibly used to teach everything, and if used a lot, it would become repetitive
- When a teacher uses TPR in their lesson, they will have trouble teaching abstract vocabulary or expressions
- TPR can be ineffective if the teacher uses it for a long period of time without switching it with other activities that help teach the target language.
Steps of a TPR Lesson
There are three main steps in the design of a TPR lesson:
Step 1 is Teaching and Learning The teacher needs to clearly and consistently act out the actions, or give the clear pictures that refer to the words to be taught
Step 2 is Constitute Practice and Rehearsal The teacher does the action and shows the pictures for the pupils while repeating the words simultaneously which can help the pupils to combine their comprehension of the words’ meaning with the words themselves
Once the pupils are able to accurately respond physically to the teacher's prompts, they can progress to Step 3, which serves as the final evaluation stage to assess their mastery of the vocabulary taught At this stage, pupils must demonstrate their understanding by providing physical responses independently, without any cues from the teacher If they struggle in this stage, they must revisit and repeat Steps 1 and 2 until all pupils can successfully perform in Step 3.
Some Related Researches
6.1 Tingtingshi, 2018, A Study of the TPR Method in the Teaching of English to Primary School students
- Objectives: to assess the effectiveness of TPR teaching method in teaching primary school English class
- Subjects and scopes: two groups of students from Experimental primary school in Hongdong County of Linfen City
This study employs an experimental methodology to compare the effectiveness of two teaching methods One group of students is instructed using the Total Physical Response (TPR) teaching method, while another group receives instruction through traditional teaching methods.
- Results: The TPR teaching method is a more effective method
- Conclusion: The use of TPR teaching method will greatly enhance the students’ learning efficiency
6.2 Aswandi, 2012, The effectiveness of using Total Physical Response Method in Learning Imperative sentences at Second year students of SMA Negeri 8 Makassar
- Objectives: To examine how effective the TPR method is in learning imperative sentences
- Subjects and scopes: two groups of second year students of SMA Negeri 8 Makassar
- Methodology: Quasi-experimental method with pre-test and post-test
- Results: After several meetings, this research found that the use of Total Physical
Response was significantly effective in learning imperative sentence
- Conclusion: Based on the findings, the writer concluded that the second year students of SMA Negeri 8 Makassar could make their learning effective by using Total Physical Response
6.3 Ye Zhen, 2011, Using TPR Method in Teaching English adjectives
- Objectives: to investigate whether the TPR method is effective in teaching English adjectives
- Subjects and scopes: 30 pupils aged 11 in a middle school in Kristianstad
- Methodology: Quasi-experiment and questionnaire
- Results: The pupils’ achievements in the experimental group were improved by the TPR method
- Conclusion: TPR was the new English vocabulary teaching technique that the pupils need
6.4 Fauzan, 2011, Study about Using Total Physical Response in Teaching
English to Young Learner’s at SDN Bangunrejo
This study aims to gather insights on several key aspects: (1) the level of student interest in English and their classroom engagement, (2) student attitudes towards the application of Total Physical Response (TPR), (3) the effects of TPR on students, and (4) student achievement in participating in TPR activities.
- Subjects and scopes: The fourth grade of SDN Bangunrejo 02 Soko – Tuban
- Methodology: Descriptive qualitative research – including 3 instruments: Questionnaire, observation, and interview with the English teacher
The findings from the TPR questionnaire indicate that students have a positive attitude toward English teaching in schools Furthermore, the use of the TPR technique significantly influences students' motivation and enhances their comprehension of the teaching material concepts.
- Conclusion: TPR method is effective to young learners
6.5 Trương Thanh Hiền, 2016, Improving the Quality of Primary English
This study aims to identify the reasons behind students' challenges in remembering and using vocabulary and sentence structures, as well as their application in lessons Additionally, it seeks to evaluate the effectiveness of the Total Physical Response (TPR) method in English teaching, which focuses on placing learners at the center of the educational process and fostering a dynamic, friendly learning environment for elementary school students during the initial stages of foreign language acquisition.
- Subjects and scopes: Fourth grade students of Thanh Loc 2 Primary school
+ Actual survey method after lesson
+ Method of summarizing and drawing experience
- Results: TPR method can create a dynamic English learning environment for students, turns learners into the center of the lesson, and increase students’ excitement for English
- Conclusion: TPR is effective for fourth grade students in improving the English learning performance.
Sub-conclusion
This chapter offers comprehensive background information on the Total Physical Response (TPR) method, detailing its definitions, characteristics, advantages, and disadvantages, along with relevant studies by other authors This foundational knowledge enhances readers' understanding of TPR and sets the stage for the subsequent analysis of its effectiveness in the Methodology chapter.
RESEARCH METHODOLOGY
Locale of the study
This study is conducted at Amslink English Center, Hanoi, Vietnam AEC is an English training center established in 2011 and run by a group of Amsterdam high school former students
Since 2011, AEC has experienced significant growth, expanding to seven branches in Hanoi and continuing to increase annually Over 30,000 students have been trained at AEC, achieving impressive results in their English language skills.
About the training programs, AEC now has four separate programs for all different ages and levels:
- Pre-school English (4-6 years old)
Research question
Through this study, the researcher poses two main questions:
(1) Is TPR method more practical and effective than other traditional teaching methods?
(2) Is TPR method effective in improving English acquisition of Preschoolers and Primary pupils?
Research design
This descriptive research utilized both secondary data and surveys to analyze the English learning outcomes of 105 preschoolers and primary pupils before and after implementing the Total Physical Response (TPR) method The study included two sets of questionnaires: one aimed at teachers and another for parents, focusing on their perceptions of students' progress following the TPR approach Notably, the questionnaire did not include pupils' input.
20 directly because their ages are from 3 to 11 so they are too little to give their own opinions
The research is the combination of quantitative and qualitative approach.
Data gathering procedure
Data gathering procedure of this study is carried out as follows:
Questionnaires were distributed to 21 native teachers and 100 parents of children trained using the Total Physical Response (TPR) teaching method in this study To accommodate parents' limited English proficiency, the questionnaire for parents was translated into Vietnamese The researcher then collected and began analyzing the participants' responses.
For the secondary data, the researcher has gathered the table of scores from six classes for preschoolers and primary pupils at AEC, which have 105 people in total.
Population, Sample and Sampling technique
In this study, the researcher focuses on investigating preschoolers and primary pupils at Vietnamese schools and English centers with the age from 3 to 11
The study includes teachers utilizing the Total Physical Response (TPR) method as part of the population to accurately assess the effectiveness of TPR on both English language learning and teaching By incorporating these two groups, the researcher aims to provide a comprehensive evaluation of TPR's impact in educational settings.
Samples of this study are:
A study conducted at AEC involved 105 preschoolers and primary pupils who have been learning English using the Total Physical Response (TPR) method While these students did not directly participate in the survey, their scores were collected for comparative analysis.
- A group of 21 native teachers who have been trained to teach English with TPR
- 105 parents whose children are preschoolers and primary pupils learning English at AEC with TPR method
The researcher opted not to select pupils directly as samples due to their young age, which may result in misjudgments when forming opinions on educational issues Instead, teachers and parents, who closely observe and support children during their learning journey, are better suited to accurately assess the effectiveness of the learning methods employed.
This study utilized a non-probability sampling technique, focusing on preschoolers and primary pupils learning English through the Total Physical Response (TPR) method at AEC The Lang Ha branch, being the largest of the seven AEC branches with the highest student enrollment, was selected for sample collection.
The sample has been chosen with the following criteria:
- For teachers: They are both experienced full-time and part-time teachers who have been trained to teach English with TPR method for preschoolers and primary pupils
The researcher opted not to use students as the primary sample due to their young age and potential unreliability in providing opinions Instead, parents of preschoolers and primary pupils currently learning English through the Total Physical Response (TPR) method at AEC were contacted via email to gather their perceptions regarding their children's English performance improvement.
- For score data: The researcher randomly chose six out of eight classes for preschoolers and primary pupils at AEC
Research Instrument
The writer has used 2 instruments to collect data in the study:
The primary instrument utilized in this study is a questionnaire, which consists of two distinct sets of questions tailored for parents and teachers These questionnaires aim to gather insights into participants' perceptions regarding the performance improvements of their children or pupils following the implementation of the Total Physical Response (TPR) method in learning.
Both questionnaires share an identical structure, comprising two questions that gather general information about the participants Additionally, there is a Likert-type question formatted on a scale ranging from "Highly disagree" to "Highly agree." This Likert-type question encompasses seven more specific inquiries aimed at assessing the participants' perceptions.
The questionnaire for students’ parents has been translated into Vietnamese to suit their language ability
The researcher utilized secondary data from the Academic Department of AEC, specifically the scores of 105 pupils before and after they began learning English This statistical analysis enables the writer to assess the improvement in the students' English proficiency.
Statistical Treatment
The researcher evaluated secondary data by calculating the disparity ratio between students' entrance test scores and periodic test scores to determine overall improvement The final processed statistics will reveal whether students have made progress in their academic performance.
The formula to calculate the disparity ratio:
P: The disparity ratio between the periodic test score and the entrance test score
After calculating the disparity ratio of each pupil’s scores, the researcher could calculate the average of total disparity ratios of them
The formula is as follows:
A: The average of 150 pupils’ disparity ratio
P1, P2, P3, …, P100: The disparity ratio of each pupils
After collecting responses from two questionnaires, the researcher began processing the primary data The qualitative responses were quantified into percentages, allowing for straightforward comparisons and conclusions to be drawn.
Sub-conclusion
In this chapter, the researcher outlines the study's locale, offering readers essential insights into the research environment Key components such as research questions, design, data collection methods, population, and sample are thoroughly discussed, providing a comprehensive understanding of the research process This detailed overview serves as a foundation for the analysis of primary and secondary data, which will be presented in Chapter 4: Results and Discussion.
RESULTS AND DISCUSSION
Results
This section of the study presents the aggregated statistics derived from two questionnaires and secondary data These statistical insights serve as the foundation for the subsequent discussion and findings that the researcher will address later.
1.1 Results of Amslink students’ scores before and after learning English with TPR method
The researcher has collected randomly the scores of 105 pupils from 6 out of 8 classes at AEC – Lang Ha branch There are two columns corresponding to two different types of score:
The entrance test scores serve as the initial assessment for students, determining their proficiency levels and guiding educational centers in placing them in suitable classes Notably, students complete this test prior to experiencing the TPR (Total Physical Response) method, which enhances their learning process.
Three months after the entrance test, a periodic assessment was conducted to evaluate the students' progress in learning English through the TPR method at the center The scores from this test serve as a measure of improvement in their language skills.
The score table has been summarized as follows:
Among the sample of 105 preschoolers and primary pupils, there are 93 people whose periodic test scores have increased in compare with the entrance test scores
There are 9 pupils whose periodic test scores are unchanged in compare with the entrance test scores
There are only 3 pupils whose periodic test scores have decreased in compare with the entrance test scores
The average of entrance test scores is 5.9
The average of periodic test scores is 7.2
The average of 105 pupils’ disparity ratio is: 13%
The detailed statistics is shown in the following table:
Table 4.1: The results of Amslink students' scores
The detail list of 105 students is put in Appendix 3
1.2 Results of the first questionnaires
This questionnaire is for asking parents’ perception about their children improvement after learning English with TPR method at AEC The researcher has collected total
The questionnaire comprises three primary questions, with the final question formatted as a Likert scale featuring seven detailed items The researcher assessed the responses using a rating scale from 1 to 5.
Average of Periodic test scores
Next, the researcher would list the detailed result of each question
The first question: Which grade is your child now at?
There are 48 out of 105 responses choosing “preschoolers”, and the remaining are
Figure 4.1: Percentage of pupils in the survey
The second question: How long has your child been learning English with TPR method?
The survey results indicate that 19 participants (19.4%) selected "Less than 3 months," while 23 participants (23.5%) opted for "3 – 6 months." Additionally, 31 participants (31.6%) chose "6 months – 1 year," and 25 participants (25.5%) indicated "Over 1 year."
Figure 4.2: Pupils' English study time at AEC
The third question featured a Likert-type scale consisting of seven affirmative statements aimed at assessing participants' perceptions of the effectiveness of the Total Physical Response (TPR) method in enhancing their children's English learning.
1 Your child feels more excited when learning English with TPR method
2 Your child integrated into the class faster thanks to TPR method
3 Your child can memorize vocabularies longer thanks to TPR method
4 Your child no longer feels stressful or scared when learning English thanks to TPR method
5 The listening and speaking skills of your child have been improved thanks to TPR method
6 Your child has interacted with classmates and teachers more often thanks to TPR method
7 TPR is more effective than other methods that your child has learnt with before The results of 7 above questions are summarized in the following table:
Table 4.2: The result of the first questionnaire
And these numbers can be converted into the percentage as follows:
Table 4.3: The result of the first questionnaire in percentage
1.3 The results of the second questionnaire
In the second questionnaire, the researcher focused on teachers utilizing the Total Physical Response (TPR) method for teaching English at AEC The goal was to gather their insights regarding the convenience this teaching approach has provided and the improvements it has facilitated in their teaching practices.
29 students have been after learning with this method;… There are 21 participants who gave their answers to the questions
This questionnaire has the exactly same structure as the first one, with three main questions, in which the last one is the likert-typed question
The details of each question is as follows:
The first question: How long have you been teaching English with TPR method?
In a recent survey, 33.3% of participants (7 out of 21) indicated they had experience of less than 6 months, while 23.8% (5 participants) reported an experience duration of 6 months to 1 year Additionally, 42.9% of respondents (9 participants) stated they had over 1 year of experience.
Figure 4.3: Teachers’ teaching time with TPR method at AEC
(Source: Questionnaire’s results) The second question: Which grade are you teaching?
As the results show, there are 12 participants choosing “Preschoolers”, accounting for 57.1% Seven remaining participants chose “Primary pupils” which account for 42.9%
Less than 6 months 6 months - 1 year Over 1 year
Figure 4.4: The percentage of grades in the survey
The third question: includes 7 detailed questions in the form of affirmative sentences
The participants answer these questions by choosing from “Highly disagree” to
The details are as follows:
1 Teaching pupils with TPR method is easier and more convenient than with traditional methods
2 Pupils feel more comfortable when learning English with TPR method
3 Pupils socialize with the class more quickly with TPR method
4 This method creates more energy for pupils than other ones
5 Pupils can easily memorize vocabularies with TPR method
6 Pupils can memorize words longer with TPR method than with the other ones
7 Communication skills such as speaking and listening of pupils have been improved significantly with this method
The results of 7 above questions are summarized in the following table:
Table 4.4: The result of the second questionnaire
These statistics were converted into percentage as in the following table:
Table 4.5: The result of the second questionnaire in percentage
Discussion
From the primary and secondary data that the researcher has shown above, it can be said that there are many factors which need analyzing
2.1 Analysis of the score data
The entrance test scores for preschoolers and primary pupils are generally low, as indicated in Appendix 3 Preschoolers scored between 2.0 and 8.1, while primary pupils had scores ranging from 3.4 to 8.5 The average entrance test score for the 105 pupils assessed is 5.9.
In Vietnam, young children often lack exposure to English, resulting in limited background knowledge Furthermore, as their brains are still developing, improper training methods can hinder their learning, causing their results to decline despite increased effort.
Despite the presence of some students achieving high entrance scores (above 7 points), these individuals exemplify well-trained children who were introduced to English at an early age, specifically from 2 years old Their success can be attributed to effective training methods that have equipped them with a solid foundation in the language, enabling them to perform well on tests from the outset.
The periodic test scores reveal a significant improvement in pupil performance In preschool, scores range from a low of 4.5 to a high of 9.6, while primary pupils also show a range from 4.5 to 10 Overall, the average score among 105 pupils is 7.2, indicating positive progress in their academic achievements.
These are the students’ performance only after 3 months learning with TPR method
33 at AEC Generally, in comparison with the entrance test scores, the periodic test scores have increased by 13% This shows that learning with TPR has brought positive results to students
Despite the implementation of the TPR method, statistics reveal that 9 students maintained their scores while 3 experienced a decline, indicating that this approach may not be suitable for all learners Introverted students, who may feel shy in social situations, can find the interactive nature of TPR overwhelming, hindering their ability to adapt to the learning environment Consequently, after three months at AEC, the periodic test scores reflected minimal improvement, suggesting that these students require additional time for accurate evaluation and adjustment.
2.2 Analysis of the first questionnaire
For this questionnaire, the researcher based on the questions to evaluate the effectiveness of TPR method on students’ English learning from the parents’ perspective
The survey results indicate that among the participants, 48 are parents of preschoolers, representing 45.7% of the total, while 57 are parents of primary pupils, accounting for 54.3% This data reveals a higher number of primary pupils' parents compared to those of preschoolers, though the difference is not significant.
The second question investigates the duration of English learning using the TPR method among students Results indicate that only 19.4% of surveyed students have engaged with this method for less than three months, while the majority have practiced it for three months to over a year This suggests that most students have substantial experience with the TPR method, allowing parents to make more accurate assessments of their children's progress.
The third question comes to the main content of the questionnaire The researcher analyzed the results of 7 detailed questions as follows:
(1) Your child feels more excited when learning English with TPR method
The findings indicate that most participants supported the opinion presented, with only one participant expressing strong disagreement, two disagreeing, and eight remaining neutral Based on these results, the researcher has formulated several conclusions.
The TPR (Total Physical Response) method fosters excitement in students during the learning process by incorporating engaging activities and body movements This dynamic approach is particularly effective for preschoolers and primary school children, who thrive in interactive environments rather than traditional, monotonous learning settings.
Students who disagree or feel neutral about the TPR method in learning English may not have experienced excitement due to their limited exposure to the technique, often less than three months Research indicates that this short duration may hinder their ability to adapt to the new method, suggesting that more time is necessary for these students to fully embrace and benefit from TPR in their language learning journey.
(2) Your child integrated into the class faster thanks to TPR method
In a survey of 105 participants, a significant majority, 91 respondents, expressed agreement or strong agreement that the Total Physical Response (TPR) method facilitates quick socialization among children and their classmates Meanwhile, 12 participants remained neutral, and only 2 disagreed, highlighting the effectiveness of TPR in enhancing children's social interactions.
Young children, such as preschoolers and primary school students, often take time to adjust to the classroom environment due to their shyness and limited social exposure However, the Total Physical Response (TPR) method encourages participation in various group activities, facilitating social interaction and helping them become more comfortable in their new setting.
35 friend quickly, erasing the shyness and making them be integrated into the class in the short time
Parents of preschoolers who chose "Disagree" indicate that the English class at AEC may be their child's first educational experience Adjusting to this new environment involves numerous unfamiliar elements, making it understandable that the transition period can be lengthy.
(3) Your child can memorize vocabularies longer thanks to TPR method
For this opinion, 1 participant chose “Highly disagree”, 2 participants chose
“Disagree”, 28 people chose “Neutral”, 52 people chose “Agree” and 22 people chose
“Highly agree” The researcher calculated that 70.48% of the parents who took part in the survey agreed with this opinion
The TPR (Total Physical Response) method is highly effective for teaching vocabulary to preschoolers and primary school students By incorporating actions and images, this approach helps learners retain vocabulary more effectively than traditional memorization techniques.
(4) Your child no longer feels stressful or scared when learning English thanks to TPR method
A survey revealed that 74.29% of participants agreed their children do not experience stress while learning English using the Total Physical Response (TPR) method, with 55 individuals agreeing and 23 expressing strong agreement This indicates that TPR is an effective zero-stress learning approach for preschoolers and primary students.
Sub-conclusion
In this chapter, the researcher presents and analyzes both raw and processed statistics gathered from surveys and secondary data This analysis serves as the foundation for the findings related to the TPR method, which will be discussed in Chapter 5: Summary, Findings, Conclusion, and Recommendations.
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
In this chapter, the researcher summarizes the key points from previous sections, presents the findings discovered throughout the study, and concludes with insightful recommendations based on the research outcomes.
This study explores the effectiveness and practicality of the Total Physical Response (TPR) method in teaching English to preschoolers and primary pupils The researcher thoroughly investigated relevant knowledge and information about the TPR method, designed research protocols, and collected data to achieve this goal Detailed findings and methodologies are presented across four preceding chapters.
The first chapter provides an overview of the study, detailing its background, objectives, significance, scope, and limitations Given the increasing importance of English language learning in today's society, this research aims to evaluate the effectiveness of Total Physical Response (TPR) in teaching English to preschoolers and primary school students Due to time constraints, the study is specifically focused on the AEC context.
In Chapter Two, the researcher explores the foundational knowledge of the Total Physical Response (TPR) method, providing an overview of the English learning environment in Vietnam to contextualize the study's significance Key aspects of TPR, including its definition, characteristics, and principles, are outlined to enhance reader comprehension Additionally, relevant previous research from various authors is discussed to establish a solid background for the study.
Coming to chapter three, the researcher has talked about the methodology used to carry out the study The research was designed as a survey with the instrument in two
The study utilized 42 questionnaires and secondary data from AEC scores, focusing on preschoolers and primary pupils aged 4-11 years A sample of 105 children currently learning English at AEC was selected for analysis The researcher is now processing the collected data to generate results that will be discussed in Chapter 4.
Chapter 4 is a crucial section of the study, presenting all results derived from processed data, including questionnaires and score data Following this, the discussion will provide an in-depth analysis of the results, serving as the foundation for the subsequent sections of the study.
From all the analyses that have been made in the chapter 4, the researcher has drawn out the following findings about TPR method:
- It makes students feel more excited when learning English
- It creates a comfortable English learning environment and reduces stress and pressure on students
- Students can socialize with the classmates quickly when learning English with this method
- Students can memorize vocabularies quickly and longer when learning English with this method
- The communication skills such as listening and speaking of students have been improved
- This method makes students interact with classmates and teachers more often (“Students” mentioned above means preschoolers and primary pupils)
TPR method is very practical and effective in teaching English for preschoolers and primary pupils
After extensive investigation, the researcher has reached a definitive conclusion: the Total Physical Response (TPR) method is effective for teaching and learning English among preschool and primary students.
Despite facing various challenges during the research process and achieving results that were not entirely anticipated, the study ultimately provides compelling evidence for its topic This research will serve as a foundational resource for selecting effective learning methods for children in the future and will contribute to a database for subsequent studies.
In today's society, the significance of English continues to grow, making effective second language acquisition essential Choosing the right learning method is crucial, especially for preschoolers and primary students The Total Physical Response (TPR) method stands out as an excellent option, offering a practical solution for parents seeking suitable language learning strategies for their children.
The researcher has drawn several conclusions and recommendations aimed at enhancing the quality of English teaching for preschool and primary students Despite successfully addressing the research questions, certain limitations were encountered during the study Consequently, the researcher offers valuable suggestions that could benefit future research endeavors in this field.
4.1 Recommendation for parents and students:
Parents and students should be cautious in choosing the appropriate English learning method, because making the wrong choice may lead to time-consuming
44 without achieving any results The choice of learning method should be based on each student's age, personality, knowledge base, etc Do not chase the majority
4.2 Recommendation for English centers in Vietnam in particular and
Vietnam education sector in general:
English centers and educational organizations must conduct research and explore diverse teaching methods to identify the most effective approaches for their students Relying on outdated methods is not advisable, as different age groups possess unique personality traits Therefore, tailoring learning strategies to the specific age of students is essential for achieving optimal results, as a one-size-fits-all method is unlikely to be effective across varying age ranges.
The government must prioritize education, particularly in foreign language instruction for children, as it plays a crucial role in national integration By providing support to schools, English centers, and other educational institutions, the government can ensure they have the necessary resources to foster an optimal learning environment for young learners.
Recommendation 1: Researchers should widen the sample of the study, to increase the reliability of the results In this study, because of the time limit, the sample of the study was quite small in comparison with the population, which can become a disadvantage of the study
Recommendation 2: Researchers should tighten the object’s feature For example, researchers can choose one element of English such as vocabulary, or speaking skills, etc This will make the study become specific and easier to analyze i
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2 Aswandi (2012), The effectiveness of using Total Physical Response Method in
Learning Imperative sentences at Second year students of SMA Negeri 8
Makassar, Master Thesis, Islamic University
3 Blake, Chris (2020), Left or Right Hemisphere of the Brain: Learning a Foreign
Language, Seattlepi, accessed on 14 th April, 2020 https://education.seattlepi.com/left-right-hemisphere-brain-learning-foreign- language-1343.html
4 DeCecco, J D (1968), The Psychology of Learning and Instruction:
Educational Psychology, N J: Prentice-Hall, Englewood Cliffs
5 Fauzan (2011), Study about Using Total Physical Response in Teaching English to Young Learner’s at SDN Bangunrejo, University Of Pgri Ronggolawe
6 Nguyễn Minh Tuấn (2019), Xu hướng cho trẻ làm quen với Tiếng Anh ở độ tuổi mầm non, Ministry of Education and Training, accessed on 22 nd March, 2020 https://moet.gov.vn/tintuc/Pages/tin-tong-hop.aspx?ItemIDb67
7 Perry, B (2002), The Meaning in Words A Conversation between Bruce
Duncan Perry and Helen Benham, Scholarships, accessed on 15 th March, 2020 http://teacher.scholastic.com/professional/bruceperry/words.htm
8 Richards, Jack C.; Rodgers, Theodore S (2001), Approaches and Methods in
Language Teaching, 2 nd edn, Cambridge University Press, Cambridge, New York
9 Tingting Shi (2018), A Study of the TPR Method in the Teaching of English to
Primary School Students, Master Thesis, Shanxi Normal University ii
The first questionnaire: Khảo sát về Nhận xét của phụ huynh có con đang theo học Tiếng Anh bằng phương pháp TPR tại Trung tâm Tiếng Anh Amslink
1 Bé nhà anh / chị hiện đang học cấp độ nào?
2 Bé đã theo học phương pháp này trong bao lâu?
3 Anh / chị vui lòng trả lời những câu hỏi sau đây, dựa trên những nhận xét của bản thân về sự tiến bộ của bé trong quá trình học Tiếng Anh bằng phương pháp TPR tại trung tâm Tiếng Anh Amslink:
Trung lập Đồng ý Cực kì đồng ý
Bé cảm thấy thích thú hơn khi học
Bé hòa nhập với lớp nhanh hơn iv
Bé có thể ghi nhớ từ vựng lâu hơn
Bé không còn cảm thấy căng thẳng và sợ hãi khi học TA
Các kĩ năng nghe nói của bé được cải thiện
Bé tương tác với các bạn và giáo viên nhiều hơn
So với các phương pháp học
TA trước đây bé từng được học,
TPR là phương pháp mang lại hiệu quả rõ rệt hơn v
The second questionnaire: A Survey on Amslink Teachers' perception of TPR method effectiveness on teaching English for Preschoolers and Primary Pupils
1 How long have you been teaching English with TPR method?
2 Which grades are you teaching?
3 Now please answer these following questions about your ideas of TPR's pros and cons in teaching preschoolers and primary pupils
Disagree Neutral Agree Highly agree
Teaching pupils with TPR method is easier and more convenient than with traditional methods
Pupils feel more comfortable when learning English
Pupils socialize with the class more quickly vi
This method creates more energy for pupils than other ones
Pupils can easily memorize vocabularies with this method
Pupils can memorize words longer with this method than with the other ones
Communication skills such as speaking and listening of pupils has been improved significantly with this method vii
SCORES OF PRESCHOOLERS AND PRIMARY PUPILS AT AMSLINK
1 Đỗ Trần Minh Lâm Pre-school 6.0 8.0 20%
2 Vũ Bảo Ngân Pre-school 7.0 7.0 0%
3 Dương Tuệ Nhi Pre-school 4.0 7.0 30%
4 Trần Hải Vy Pre-school 5.5 5.5 0%
5 Trần Hải Nam Pre-school 4.5 7.5 30%
6 Đào Minh Hương Pre-school 7.8 7.8 0%
7 Quách Minh Châu Pre-school 3.5 7.0 35%
8 Vũ Ngô Đình Long Pre-school 3.7 6.0 23%
9 Đỗ Xuân Phong Pre-school 4.9 7.5 26%
10 Phạm Quang Tùng Pre-school 6.4 8.5 21%
11 Nguyễn Bảo Vinh Pre-school 2.9 5.0 21%
12 Trần Thanh Hà Pre-school 4.7 7.1 24%
13 Ngô Hải Quang Pre-school 8.1 8.1 0%
14 Lê Trúc Anh Pre-school 3.4 4.5 11%
15 Nguyễn Gia Hân Pre-school 3.8 5.4 16%
16 Bùi Phạm Gia Bảo Pre-school 4.3 6.5 22%
17 Phan Minh Hằng Pre-school 4.1 5.5 14%
18 Lê Minh Khiêm Pre-school 6.5 6.5 0%
19 Phạm Minh Hùng Pre-school 6.5 7.9 14%
20 Trịnh Ngọc An Pre-school 6.6 8.2 16%
21 Lê Ngọc Linh Pre-school 6.3 8.5 22%
22 Nguyễn Văn Vinh Pre-school 6.9 7.5 6%
23 Lê Anh Đức Pre-school 7.6 8.0 4%
24 Ngô Tuấn Hưng Pre-school 7.9 9.0 11%
25 Nguyễn Ngọc Linh Pre-school 2.0 5.0 30%
26 Phạm Tuệ Linh Pre-school 2.5 5.0 25%
27 Trần Duy Vượng Pre-school 5.1 7.0 19%
28 Nguyễn Thị Giang Pre-school 4.8 7.0 22%
29 Nguyễn Gia Hân Pre-school 7.7 8.0 3%
30 Chu Hải Đăng Pre-school 3.3 6.0 27%
31 Phạm Nguyên Bảo Pre-school 6.7 8.0 13%
32 Nguyễn Tuấn Hưng Pre-school 5.0 8.0 30%
33 Bùi Bảo Phương Pre-school 5.0 5.5 5% viii
34 Tô Bảo Ngọc Pre-starters 7.0 7.5 5%
35 Lưu Thảo Linh Pre-starters 7.8 9.5 17%
36 Chu Nam Phong Pre-starters 5.5 7.0 15%
37 Phạm Phương Ngân Pre-starters 6.0 5.5 -5%
38 Lương Gia Huy Pre-starters 6.8 7.0 2%
39 Nguyễn Nhật Hà Pre-starters 5.8 6.9 11%
40 Nguyễn Nhật Hưng Pre-starters 7.6 9.0 14%
41 Trần Mai Bảo Châu Pre-starters 5.7 7.5 18%
42 Nguyễn Ngọc Mai Pre-starters 8.1 9.6 15%
43 Trần Quang Anh Pre-starters 4.6 7.0 24%
44 Nguyễn Minh Ngọc Pre-starters 4.9 6.5 16%
45 Nguyễn Đông Khoa Pre-starters 5.0 5.0 0%
46 Mai Long Giang Pre-starters 3.4 6.8 34%
47 Nguyễn Linh Anh Pre-starters 4.3 7.5 32%
48 Vũ Châu Giang Pre-starters 5.3 5.4 1%
49 Trần Thảo Anh Pre-starters 4.7 5.7 10%
50 Nguyễn Tuệ Nam Pre-starters 5.8 6.5 7%
51 Trần Ngân Giang Pre-starters 7.7 7.0 -7%
52 Vũ Minh Khang Pre-starters 4.4 4.5 1%
53 Nguyễn Danh Kiệt Pre-starters 5.7 6.8 11%
54 Nguyễn Bảo Vinh Pre-starters 6.0 7.8 18%
55 Vũ Minh Anh Pre-starters 3.0 4.5 15%
56 Trần Minh Anh Pre-starters 7.5 9.0 15%