Revista Científica Ciencia y Método | Vol.04 | Núm.01 | Ene–Mar | 2026 | www.revistacym.com pág. 443
La eficacia de la respuesta física total (TPR) para
mejorar la retención de vocabulario y la fluidez oral
en estudiantes principiantes de inglés
The effectiveness of total physical response (TPR) in enhancing
vocabulary retention and oral fluency in beginner English learners
Nieto-Herrera, Diego Josué
1
Viri-Orellana, Fanny Cecilia
2
https://orcid.org/0009-0004-7070-6540
https://orcid.org/0009-0009-2377-4475
dnieto3819@upse.edu.ec
cissylight@hotmail.com
Universidad Estatal de la Península de Santa Elena,
Ecuador, La Libertad.
Investigadora independiente, Ecuador, Ciudad.
Orbe-Lozada, Maritza Zulay
3
Gavilanes-Moposita, Verónica
Maricruz
4
https://orcid.org/0009-0008-8239-5582
https://orcid.org/0009-0007-4050-4093
rosanegramary@hotmail.com
vm.gavilanes@uta.edu.ec
Investigadora independiente, Ecuador, Ciudad.
Universidad Técnica de Ambato, Ecuador, Ambato.
Autor de correspondencia
1
DOI / URL: https://doi.org/10.55813/gaea/rcym/v4/n1/162
Resumen: La enseñanza del inglés como lengua extranjera
enfrenta desafíos en retención de vocabulario y desarrollo de
fluidez oral. La metodología de Respuesta Física Total (TPR)
integra movimiento físico con aprendizaje del idioma para abordar
estos desafíos. Este estudio determinó la eficacia de TPR
mediante análisis de percepciones estudiantiles. Se realizó un
estudio descriptivo cualitativo con 42 estudiantes de séptimo
semestre que completaron 8 semanas de instrucción TPR. Los
datos se recopilaron mediante encuestas en agosto 2025 y se
analizaron temáticamente. Los resultados revelaron
percepciones abrumadoramente positivas. La retención de
vocabulario mejoró significativamente, con 90.5% identificando
conexiones físico-cognitivas mejoradas. La confianza al hablar
aumentó drásticamente: la comodidad en comunicación oral
aumentó de 19.0% a 88.1%. Los estudiantes demostraron fuerte
preferencia por TPR sobre métodos tradicionales (100% en
participación). Las actividades más efectivas incluyeron juegos de
Simón dice, actuaciones de rutinas diarias y canciones
corporales. La resistencia inicial (64.3% por vergüenza)
disminuyó a 19.0% tras experimentar los beneficios. La TPR
demuestra eficacia significativa en mejorar retención de
vocabulario y fluidez oral, abordando simultáneamente
dimensiones cognitiva, afectiva y social de adquisición del
lenguaje. Los hallazgos respaldan integración de TPR en
currículos EFL como complemento valioso.
Palabras clave: TPR; retención de vocabulario; fluidez oral; EFL;
aprendizaje kinestésico.
Artículo Científico
Received: 13/Ene/2026
Accepted: 04/Feb/2026
Published: 26/Feb/2026
Cita: Nieto-Herrera, D. J., Viri-Orellana, F. C.,
Orbe-Lozada, M. Z., & Gavilanes-Moposita, V.
M. (2026). La eficacia de la respuesta física
total (TPR) para mejorar la retención de
vocabulario y la fluidez oral en estudiantes
principiantes de inglés. Revista Científica
Ciencia Y Método, 4(1), 443-
459. https://doi.org/10.55813/gaea/rcym/v4/n1
/162
Revista Científica Ciencia y Método (RCyM)
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© 2026. Este artículo es un documento de
acceso abierto distribuido bajo los términos y
condiciones de la Licencia Creative
Commons, Atribución-NoComercial 4.0
Internacional.
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Artículo Científico
Abstract:
English as a Foreign Language (EFL) teaching faces significant challenges in
vocabulary retention and oral fluency development. Total Physical Response (TPR)
methodology integrates physical movement with language learning to address these
pedagogical challenges. This study determined TPR effectiveness in improving
vocabulary retention and oral fluency through analysis of student perceptions and
experiences. A qualitative descriptive study was conducted with 42 seventh-semester
English Teaching Program students who completed 8 weeks of TPR-based instruction.
Data were collected through surveys in August 2025 and analysed using thematic
analysis. Results revealed overwhelmingly positive student perceptions. Vocabulary
retention improved significantly, with 90.5% identifying enhanced physical-cognitive
connections. Speaking confidence increased dramatically: oral communication comfort
rose from 19.0% to 88.1%. Students demonstrated strong TPR preference over
traditional methods (100% for engagement). Most effective activities included Simon
Says games, daily routines acting, and body parts songs. Initial adult learner resistance
(64.3% embarrassment) decreased to 19.0% after experiencing benefits. TPR
demonstrates significant effectiveness in enhancing vocabulary retention and oral
fluency development, simultaneously addressing cognitive, affective, and social
dimensions of language acquisition. Findings support TPR integration into EFL
curricula as valuable complement to traditional methods.
Keywords: TPR; vocabulary retention; oral fluency; EFL; kinaesthetic learning.
1. Introducción
English as a Foreign Language (EFL) teaching faces multiple methodological
challenges, especially when dealing with beginner students who experience difficulties
in retaining vocabulary and developing oral fluency. Many students show negative
attitudes toward English learning, particularly in acquiring new vocabulary and oral
expression, compounded by traditional methods that, in some cases, provoke
disinterest, anxiety, and low academic performance. These factors significantly impact
the English teaching-learning process, leaving aside innovative and kinaesthetic
methodologies that can facilitate better comprehension and language retention
(Inciman Celik et al., 2021).
The Total Physical Response (TPR) method represents an efficient alternative to
transform English learning, especially for beginner students. Developed by James
Asher in the 1960s, TPR is based on the coordination of speech and action, mirroring
the natural process of first language acquisition where children respond physically to
verbal commands before they begin to speak (Xie, 2021). This methodology does not
merely seek for students to obtain good grades, but rather to develop natural and
meaningful language acquisition. Through TPR, students develop linguistic skills while
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improving their cognitive, motor, and social capacities in an integral manner, increasing
their motivation and interest in the language. The method emphasizes the role of
physical movement and kinaesthetic learning in language acquisition, creating a
natural and stress-free environment for vocabulary retention and oral fluency
development (Abdumutaljonovna, 2025).
Research demonstrates TPR's effectiveness across diverse international contexts. Ha
and Hue (2020) conducted research in Vietnam on teaching English vocabulary to
young learners, concluding that many educational institutions implement
methodologies that do not adequately correspond to the developmental characteristics
of beginner students. They emphasize that active experimentation and physical
manipulation are appropriate strategies in initial stages of English learning, requiring
kinaesthetic methods by teachers. Similarly, Hounhanou (2020), in a study conducted
in secondary schools in Benin, identifies English teaching as one of the great concerns
faced by teachers, with demotivated teachers and students experiencing anxiety and
insecurity when addressing vocabulary content and oral expression. Liu et al. (2024)
compared traditional and personalized TPR strategies, finding that students who
received TPR-based instruction showed significantly higher vocabulary retention rates
and demonstrated increased confidence in using newly acquired vocabulary in
communicative contexts.
In Ecuador, studies confirm similar challenges in EFL teaching contexts. Morocho and
Lojano (2024) conclude that teachers often face difficulties in capturing and
maintaining students' interest in English classes, especially in vocabulary teaching and
oral skills development. This problem stems from the use of traditional and routine
methods that are not very interactive and do not include body movement and physical
response within their activities as a means of learning. This limitation restricts students'
opportunities to properly channel concepts, understand, and learn naturally and
enjoyably through kinaesthetic experimentation, highlighting the urgent need for
methodological innovation in Ecuadorian EFL contexts.
The current educational context demonstrates the need to implement methodologies
that specifically address vocabulary retention difficulties and oral fluency development
in beginner English students. The research problem lies in the need to innovate
pedagogical strategies for English teaching, considering that TPR involves physical
response and body movement as a promising alternative to improve linguistic skills
such as listening comprehension, vocabulary retention, oral expression, and
communicative confidence. Despite extensive international research demonstrating
TPR's effectiveness, there remains limited empirical evidence regarding its specific
impact on vocabulary retention and oral fluency among beginner English students in
university-level EFL programs, particularly from the perspective of student perceptions
and experiences.
Therefore, this research analyses the effectiveness of the Total Physical Response
method as a strategy to improve vocabulary retention and oral fluency in beginner
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English students. The general objective seeks to determine the effectiveness of the
TPR method in improving vocabulary retention and oral fluency in beginner English
students through analysis of student perceptions and experiences following TPR-
based instruction. This study addresses three specific research questions: (1) How do
beginner English students perceive the impact of TPR methodology on their
vocabulary retention? (2) In what ways does TPR implementation influence students'
oral fluency confidence and speaking participation? (3) What are students'
comparative preferences between TPR and traditional teaching methods for
vocabulary learning and oral skills development? Through examining student
perceptions and experiences with TPR methodology, this research provides valuable
insights into the method's effectiveness and practical applications in EFL contexts,
contributing evidence-based recommendations for pedagogical innovation in English
language teaching.
2. Materiales y métodos
This study employed a qualitative descriptive approach to explore and understand
student perceptions and experiences regarding the Total Physical Response (TPR)
method in English vocabulary retention and oral fluency development. The qualitative
methodology was selected to gain deep insights into students' subjective experiences,
attitudes, and perceived effectiveness of TPR activities following their implementation
in English language instruction.
Research Design and Approach
This research utilized a descriptive qualitative design with phenomenological elements,
focusing on understanding the lived experiences of students who participated in TPR-
based English instruction. The study employed a post-implementation exploratory
approach, examining student perceptions after they had experienced TPR activities for
an extended period. The research design was characterized as: (1) descriptive,
systematically describing student perceptions and experiences with TPR; (2)
phenomenological, exploring the essence of students' lived experiences with TPR
methodology; (3) cross-sectional, with data collected at a single point in time after TPR
implementation; and (4) exploratory, investigating student perspectives to understand
TPR effectiveness from the learner viewpoint.
The study was grounded in interpretivism, recognizing that reality is socially
constructed and that students' perceptions of their learning experiences are valid
sources of knowledge. This philosophical stance acknowledged that each student's
experience with TPR was unique and contextually influenced, making qualitative
inquiry the most appropriate method for understanding these complex phenomena. An
inductive approach was employed, allowing themes and patterns to emerge from the
data rather than testing predetermined hypotheses.
Population and Sample
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The target population consisted of students from the seventh semester of the English
Teaching Program at Universidad Estatal Península de Santa Elena who had
completed at least 8 weeks of TPR-based English instruction. The total population
comprised 65 students from seventh semester: Seventh Semester A with 28 students
(11 men and 17 women) and Seventh Semester B with 37 students (12 men and 25
women). All participants were aged 20-25 years and enrolled in the English Teaching
Major program.
Purposive sampling was employed to select participants who could provide rich,
detailed information about their TPR experiences. The inclusion criteria required
participants to be: (1) enrolled in seventh semester English Teaching Program; (2)
having completed a minimum of 8 weeks of TPR instruction; (3) maintaining regular
attendance with minimum 80% class participation; (4) within the age range of 20-25
years; (5) willing to participate and provide informed consent; and (6) without
diagnosed learning or physical disabilities that would affect TPR participation. The final
sample consisted of 42 students from both sections who met all criteria and voluntarily
agreed to participate, ensuring data saturation and diverse perspectives.
Data Collection Instrument
Data were collected through a comprehensive structured survey designed specifically
for this research. The survey instrument consisted of open-ended and closed-ended
questions organized into four main sections: (1) vocabulary retention experiences with
TPR; (2) oral fluency confidence and speaking participation; (3) comparative
preferences between TPR and traditional methods; and (4) specific TPR activities
effectiveness. The survey was administered in English to align with the participants'
academic program language. Questions were designed to elicit detailed responses
about students' perceptions, experiences, and comparative evaluations of TPR
methodology.
The instrument was validated through expert review by three English teaching
specialists and pilot-tested with 5 students from a different semester to ensure clarity,
comprehension, and appropriateness. Minor adjustments were made based on pilot
feedback to improve question clarity and response options.
Data Collection Procedures
The TPR-based instruction was implemented over an 8-week period prior to data
collection. During this instructional phase, students participated in various TPR
activities including Simon Says games, daily routine acting, body parts songs, action
verb demonstrations, and interactive storytelling with physical responses. These
activities were systematically integrated into regular English classes focusing on
vocabulary acquisition and oral fluency development.
Data collection occurred between August 4-7, 2025, following the completion of the 8-
week TPR instructional period. The survey was administered anonymously through an
online platform to ensure participant confidentiality and encourage honest responses.
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Participants received detailed instructions about the survey purpose, voluntary nature
of participation, and confidentiality protocols. Survey completion times ranged from 8
to 72 minutes, indicating varying levels of detail in responses. All 42 participants who
met the inclusion criteria completed the survey within the designated timeframe.
Data Analysis
The collected data were analyzed using thematic analysis following the framework
proposed by Braun and Clarke (2006). The analysis process involved six phases: (1)
familiarization with the data through repeated reading of all responses; (2) generating
initial codes by systematically identifying features across the dataset; (3) searching for
themes by collating codes into potential themes; (4) reviewing themes to ensure they
worked in relation to coded extracts and the entire dataset; (5) defining and naming
themes to refine the specifics of each theme; and (6) producing the final report with
vivid examples.
For quantitative data from closed-ended questions, descriptive statistics were
calculated including frequencies and percentages to identify patterns in student
responses. Cross-tabulation was employed to examine relationships between different
variables such as vocabulary retention perceptions and speaking confidence
improvements.
Ethical Considerations
This research adhered to ethical principles for educational research. Informed consent
was obtained from all participants, who were clearly informed about the study's
purpose, procedures, voluntary nature of participation, and their right to withdraw at
any time without consequences. Participant anonymity was maintained throughout the
research process, with no identifying information collected or reported. All data were
stored securely and accessed only by the research team. The study received approval
from the English Teaching Program academic authorities at Universidad Estatal
Península de Santa Elena prior to implementation.
3. Resultados
A total of 42 students from the seventh semester of the English Teaching Program at
Universidad Estatal Península de Santa Elena completed the survey between August
4-7, 2025. All participants had completed a minimum of 8 weeks of TPR-based English
instruction and provided anonymous responses to the comprehensive questionnaire.
Survey completion times ranged from 8 to 72 minutes, indicating varying levels of detail
in responses. All participants met the inclusion criteria of regular attendance (minimum
80% class participation), age range of 20-25 years, and voluntary consent to
participate in the study.
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3.1. Thematic Analysis of TPR Impact on Vocabulary Retention
The analysis of student responses regarding TPR's effect on vocabulary retention
revealed five primary themes, as presented in Table 1. The most frequently mentioned
benefit was the physical-cognitive connection, with 38 out of 42 students (90.5%)
describing how associating words with physical actions enhanced their memory
retention.
Table 1
Student-Reported Benefits of TPR for Vocabulary Retention (N=42)
Theme
n
%
Representative Quote
Physical-cognitive
connection
38
90.5
Associating words with
actions made
vocabulary easier to
remember
Multisensory learning
benefits
35
83.3
Using all my senses
improved my learning
experience
Long-term retention
improvement
33
78.6
I can recall vocabulary
weeks after learning
through TPR
Enhanced memory
formation
31
73.8
TPR created stronger
memory traces for new
words
Meaningful
associations
29
69.0
Physical movements
created natural
connections with words
Note: (Authors, 2026).
Multisensory learning benefits were identified by 35 students (83.3%), who described
how engaging multiple senses simultaneously improved their learning experience.
Long-term retention improvement was reported by 33 students (78.6%), with many
noting their ability to recall vocabulary weeks after initial learning through TPR
activities.
3.2 Impact on Speaking Confidence and Oral Fluency
Student responses revealed significant perceived improvements in speaking
confidence and willingness to engage in oral communication activities. As shown in
Table 2, substantial increases were observed across all measured dimensions of
speaking confidence and oral participation.
Table 2
Student-Reported Changes in Speaking Confidence and Oral Fluency (N=42)
Dimension
Before TPR
n (%)
After TPR
n (%)
Change
(percentage points)
Comfortable speaking
English
8 (19.0)
37 (88.1)
+69.1
Willing to participate
orally
12 (28.6)
39 (92.9)
+64.3
Confident using new
vocabulary
10 (23.8)
35 (83.3)
+59.5
Reduced speaking
anxiety
15 (35.7)
40 (95.2)
+59.5
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Natural conversation
initiation
7 (16.7)
32 (76.2)
+59.5
Note: (Authors, 2026).
Before TPR implementation, only 8 students (19.0%) reported feeling comfortable
speaking English, while after TPR exposure, 37 students (88.1%) expressed comfort
with oral communication, representing a 69.1 percentage point increase. Similarly,
willingness to participate in oral activities increased from 12 students (28.6%) to 39
students (92.9%), a change of 64.3 percentage points.
3.3. Comparative Preferences: TPR versus Traditional Methods
The comparative analysis revealed overwhelming student preference for TPR over
traditional teaching methods across all measured aspects. As illustrated in Table 3,
students demonstrated strong preferences for TPR methodology in every evaluated
dimension.
Table 3
Student Preferences for TPR versus Traditional Methods (N=42)
Aspect
Prefer TPR
n (%)
Prefer Traditional
n (%)
No Preference
n (%)
Vocabulary retention
40 (95.2)
1 (2.4)
1 (2.4)
Engagement level
42 (100.0)
0 (0.0)
0 (0.0)
Learning enjoyment
41 (97.6)
0 (0.0)
1 (2.4)
Memory formation
38 (90.5)
2 (4.8)
2 (4.8)
Confidence building
39 (92.9)
1 (2.4)
2 (4.8)
Class participation
40 (95.2)
0 (0.0)
2 (4.8)
Note: (Authors, 2026).
For vocabulary retention, 40 students (95.2%) preferred TPR, while only 1 student
(2.4%) preferred traditional methods. Engagement level showed complete unanimity,
with all 42 students (100%) preferring TPR over traditional approaches. Learning
enjoyment demonstrated strong TPR preference, with 41 students (97.6%) favoring
TPR compared to 0 students preferring traditional methods.
3.4. Most Effective and Memorable TPR Activities
Analysis of student responses regarding memorable TPR activities revealed clear
patterns in activity preferences and effectiveness, as summarized in Table 4.
Table 4
Most Effective and Memorable TPR Activities (N=42)
Activity Type
n
%
Key Benefits
Mentioned
Simon Says games
28
66.7
Competitive, fun, clear
action-vocabulary
connections
Daily routines acting
24
57.1
Meaningful contexts,
practical vocabulary
Body parts songs
19
45.2
Repetitive, memorable,
engaging rhythm
Story dramatization
16
38.1
Creative expression,
contextual learning
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Animal movements
14
33.3
Visual connections,
enjoyable activity
Emotional expressions
12
28.6
Relatable contexts,
meaningful
communication
Note: (Authors, 2026).
Simon Says games were mentioned by 28 students (66.7%) as the most memorable
and effective TPR activity. Students consistently praised these activities for their
competitive element, clear action-vocabulary connections, and engaging nature. Daily
routines acting was mentioned by 24 students (57.1%) as particularly effective for
vocabulary retention.
3.5. Age and Maturity Considerations in TPR Acceptance
The analysis revealed important patterns regarding how adult learners (ages 20-25)
adapted to TPR methodology. Table 5 presents the changes in adult learner attitudes
and comfort levels throughout the TPR implementation period.
Table 5
Adult Learner Adaptation to TPR Methodology (N=42)
Dimension
Initially
n (%)
After TPR
n (%)
Change
(percentage points)
Comfortable with
physical activities
18 (42.9)
38 (90.5)
+47.6
Perceived age-
appropriateness
15 (35.7)
35 (83.3)
+47.6
Willingness to participate
fully
22 (52.4)
40 (95.2)
+42.8
Embarrassment/self-
consciousness
27 (64.3)
8 (19.0)
-45.3
Recognition of learning
value
20 (47.6)
41 (97.6)
+50.0
Note: (Authors, 2026).
Initially, 18 students (42.9%) reported feeling comfortable with physical activities, while
by the end of the TPR period, 38 students (90.5%) expressed comfort with kinesthetic
learning approaches, representing a 47.6 percentage point increase. Embarrassment
and self-consciousness levels decreased significantly, from 27 students (64.3%)
initially reporting these feelings to only 8 students (19.0%) maintaining such concerns
after TPR implementation.
3.6. Social Dynamics and Peer Influence
Student responses consistently highlighted the importance of peer reactions and
classroom atmosphere in their TPR experiences. Positive peer influence was reported
by 39 students (92.9%), who described how seeing classmates enjoy and participate
in activities enhanced their own engagement. Collaborative learning environment
benefits were mentioned by 36 students (85.7%), who emphasized how shared
participation created supportive atmospheres that encouraged risk-taking in language
use.
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3.7. Teacher Implementation Recommendations
Students provided specific recommendations for educators seeking to implement TPR
effectively. Clear instructions and demonstration were emphasized by 35 students
(83.3%) as essential for successful TPR implementation. Gradual introduction
approaches were suggested by 32 students (76.2%), who recommended starting with
simple activities and progressively increasing complexity. Creating safe, supportive
environments was mentioned by 38 students (90.5%) as crucial, particularly for adult
learners who may initially feel self-conscious about physical activities.
3.8. Willingness to Continue and Recommend TPR
Student responses revealed overwhelmingly positive attitudes toward continued TPR
use and recommendations to other learners. When asked about continuing TPR in
future classes, 41 students (97.6%) expressed strong desire to continue using the
method, while only 1 student (2.4%) was uncertain. No students expressed
unwillingness to continue with TPR-based instruction. Regarding recommendations to
other students, 40 students (95.2%) indicated they would recommend TPR to peers,
with 2 students (4.8%) expressing uncertainty.
4. Discusión
The findings of this qualitative study provide substantial evidence supporting the
effectiveness of Total Physical Response (TPR) methodology in enhancing vocabulary
retention and oral fluency development among beginner English learners. The analysis
of 42 student responses reveals consistent patterns that align with and extend existing
research while offering valuable insights into learner experiences and perceptions of
TPR implementation in university-level EFL contexts.
TPR's Impact on Vocabulary Retention: Theoretical and Empirical Perspectives
The overwhelming majority of students (90.5%) identified the physical-cognitive
connection as crucial for vocabulary retention, directly supporting the theoretical
foundations established by Asher (1969) in his original conceptualization of TPR. This
finding corroborates Xie's (2021) assertion that TPR mirrors the natural process of first
language acquisition, where physical response precedes verbal production. The
multisensory learning benefits identified by 83.3% of participants align with Liu et al.'s
(2024) research demonstrating that students who received TPR-based instruction
showed significantly higher vocabulary retention rates compared to those taught
through traditional methods.
These results extend Poalacin Pilaguisin et al. (2024) findings on movement-based
vocabulary instruction, which demonstrated 85% retention after four weeks compared
to 65% with conventional methods. The long-term retention improvement reported by
78.6% of participants in the current study provides qualitative evidence supporting the
quantitative findings of previous research while revealing the learner perspective on
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why TPR creates more durable memory traces. Students' descriptions of meaningful
associations between words and actions echo the trace theory of memory emphasized
by Dongsanniwas and Sukying (2024), which posits that multiple memory traces
enhance recall.
The current findings also resonate with Abdumutaljonovna's (2025) definition of TPR
as creating natural and stress-free environments for language acquisition. Students
consistently described TPR activities as reducing cognitive load while simultaneously
enhancing memory formation through multisensory engagement. This dual benefit
addresses a fundamental challenge in EFL instruction: maintaining high engagement
while facilitating deep processing of new linguistic material.
Speaking Confidence and Oral Fluency Development
The dramatic improvements in speaking confidence observed in this study align with
multiple strands of previous research while providing new insights into the mechanisms
underlying these changes. The 69.1 percentage point increase in students' comfort
with oral communication extends Brito Arichábala's (2022) findings on TPR's
effectiveness in boosting English speaking acquisition in primary school students,
demonstrating that similar benefits occur with adult university learners when
appropriate implementation strategies are employed.
These results support on TPR's impact on young EFL learners' speaking fluency, which
revealed that TPR activities create supportive environments for oral language
development by reducing speaking anxiety. The current study's finding that 95.2% of
students reported reduced anxiety after TPR implementation provides strong evidence
that these benefits extend to adult learners in higher education contexts. This finding
is particularly significant given the well-documented challenges of speaking anxiety in
EFL contexts, as highlighted by Ha and Hue (2020) and Hounhanou (2020) in their
international studies.
The 64.3 percentage point increase in willingness to participate in oral activities
demonstrates that TPR addresses both the cognitive and affective dimensions of oral
fluency development. This holistic impact aligns with Husanović's (2022) emphasis on
TPR's alignment with Krashen's Natural Approach and Input Hypothesis, which
propose that language acquisition occurs most effectively when learners receive
comprehensible input in low-anxiety environments. Students' descriptions of feeling
"more comfortable," "less afraid," and "more relaxed" provide qualitative evidence for
the affective filter reduction that theoretical frameworks predict.
Comparative Effectiveness: TPR versus Traditional Methods
The unanimous preference (100%) for TPR over traditional methods in terms of
engagement level represents a striking finding that extends Inciman Celik et al.'s
(2021) meta-analysis of TPR effectiveness. While their mixed research synthesis
revealed consistent positive effects across different contexts, the complete unanimity
observed in the current study suggests that TPR's engaging qualities are particularly
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pronounced when compared directly with traditional lecture-based approaches in the
same institutional context.
The strong preferences for TPR across all measured aspects (vocabulary retention
95.2%, learning enjoyment 97.6%, confidence building 92.9%) corroborate the findings
of comparative studies by Liu et al. (2024) and Yuquilema Mullo (2024), both of which
demonstrated significant advantages for TPR groups in immediate acquisition,
retention rates, and transfer of learning to new contexts. The current study's
contribution lies in documenting these preferences from the learner perspective,
revealing why students perceive TPR as superior: the method transforms learning from
passive reception to active participation while maintaining high levels of enjoyment and
motivation.
These findings also align with Morocho and Lojano's (2024) conclusions regarding the
limitations of traditional and routine methods in Ecuadorian EFL contexts. Students'
descriptions of traditional methods as "passive" and "boring" while characterizing TPR
as "active" and "fun" echo the concerns raised about teacher difficulties in capturing
and maintaining students' interest through conventional approaches.
Activity-Specific Effectiveness and Pedagogical Implications
The activity-specific findings provide practical guidance for curriculum development
while extending Jones's (2022) research on TPR storytelling and interactive activities.
The identification of Simon Says games as most effective (66.7%) aligns with research
emphasizing the importance of clear action-vocabulary connections and competitive
elements in maintaining engagement. Daily routines acting (57.1%) and body parts
songs (45.2%) emerged as particularly effective for creating meaningful contexts and
memorable learning experiences, supporting Nguyen et al.'s (2021) findings on TPR's
impacts on young learners' vocabulary ability.
The characteristics students identified as maximizing TPR effectiveness—clear
movement-meaning connections, opportunities for repetition without monotony, social
interaction components, and enjoyable elements—provide evidence-based criteria for
activity selection and design. These insights complement the teacher-focused
implementation research while offering learner-centered perspectives on what makes
TPR activities genuinely effective rather than merely novel or entertaining.
Adult Learner Adaptation and Age-Related Considerations
Perhaps the most significant contribution of this study lies in documenting the
adaptation process of adult learners (ages 20-25) to TPR methodology. The dramatic
reduction in embarrassment levels from 64.3% to 19.0% challenges common
assumptions about TPR's appropriateness for adult learners and extends the
predominantly youth-focused research base (Anisa, 2025; Pallo Ayala & Rosero
Herrera, 2023) to higher education contexts.
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This finding addresses a critical gap in TPR literature, as Jadeja (2025) and Husanović
(2022) have noted the need for research on TPR implementation with different age
groups and in various educational settings. The current results demonstrate that initial
age-related resistance can be overcome through proper implementation strategies that
include clear explanations of learning benefits, gradual introduction of activities, and
creation of supportive classroom environments.
The 50.0 percentage point increase in students' recognition of TPR's learning value
suggests that metacognitive awareness of the method's benefits helps adult learners
overcome initial self-consciousness. This finding has important implications for teacher
training and professional development, indicating that explicit discussion of TPR's
theoretical foundations and empirical support may facilitate adult learner acceptance
and engagement.
Social Dynamics and Collaborative Learning
The social dynamics evident in the data reveal an underexplored dimension of TPR
effectiveness: the role of peer influence and collective participation in amplifying
individual learning outcomes. The finding that 92.9% of students reported positive peer
influence extends beyond individual learner-material interactions to highlight how TPR
creates collaborative learning environments that enhance motivation and reduce
inhibitions.
This collaborative aspect addresses as critical for maintaining student interest and
engagement in EFL instruction. The positive feedback loops created through collective
participation help explain why TPR can achieve engagement levels (100% preference)
that traditional methods struggle to match, particularly in the Ecuadorian EFL contexts
where Morocho and Lojano (2024) documented significant engagement challenges.
Limitations and Future Research Directions
Several limitations of this study must be acknowledged to appropriately contextualize
the findings and guide future research. First, the reliance on self-report data captures
student perceptions rather than objective measures of learning outcomes. While these
perceptions provide valuable insights into learner experiences and motivation, they
should be complemented with quantitative assessments of vocabulary retention and
oral fluency development in future studies.
Second, the single institutional context limits generalizability to other educational
settings with different student populations, resource availability, and cultural contexts.
Future research should examine TPR effectiveness across multiple institutions and
countries to determine which findings are universal and which are context dependent.
Third, the study's cross-sectional design provides a snapshot of student perceptions
after eight weeks of TPR implementation but does not capture long-term retention or
skill development. Longitudinal studies tracking students' vocabulary and speaking
abilities over extended periods would strengthen the evidence base.
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Fourth, while the qualitative approach provided rich insights into student experiences,
mixed methods design incorporating both qualitative and quantitative measures would
offer more comprehensive understanding of TPR's effectiveness. Finally, the study did
not systematically examine how different TPR activities affect different types of
vocabulary (concrete versus abstract, high-frequency versus low-frequency) or
different aspects of oral fluency (pronunciation, intonation, discourse management).
Future research addressing these specific dimensions would provide more nuanced
guidance for curriculum development and teacher training.
Practical Implications for EFL Instruction
The findings have several important practical implications for EFL instruction in higher
education contexts. First, the evidence supporting TPR's effectiveness with adult
learners suggests that teacher training programs should include TPR methodology in
their curriculum, dispelling assumptions that kinaesthetic approaches are only
appropriate for young learners. Second, the activity-specific effectiveness data
provides evidence-based guidance for curriculum developers seeking to integrate TPR
into existing programs.
Third, the student-generated implementation recommendations—emphasizing clear
instructions, gradual introduction, and supportive environments—offer practical
strategies for teachers new to TPR methodology. Fourth, the strong preference for
TPR over traditional methods suggests that institutions seeking to improve student
engagement and motivation should consider systematic integration of TPR activities
into their EFL programs. Finally, the social dynamics findings highlight the importance
of creating classroom cultures that support collaborative learning and risk-taking in
language use, extending beyond specific TPR activities to influence overall
pedagogical approaches.
5. Conclusiones
This qualitative study successfully demonstrates that Total Physical Response (TPR)
methodology significantly enhances vocabulary retention and oral fluency
development among beginner English learners in higher education contexts. The
research achieved its primary objective of determining TPR's effectiveness through
comprehensive analysis of student perceptions and experiences. The findings reveal
that TPR addresses fundamental challenges in English as a Foreign Language (EFL)
instruction through interconnected mechanisms that simultaneously engage cognitive,
affective, and social dimensions of language acquisition.
The study's most significant contribution to the field lies in demonstrating TPR's
effectiveness with adult learners aged 20-25, extending existing research that has
primarily focused on young children. These finding challenges common assumptions
about TPR's age-appropriateness and reveals that initial adult resistance to
kinaesthetic activities can be successfully overcome through supportive classroom
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environments and clear explanations of learning benefits. The dramatic transformation
in student attitudes—from initial self-consciousness to enthusiastic participation—
provides evidence that age-related barriers to TPR adoption in higher education may
be pedagogical rather than developmental.
The research establishes that TPR creates transformative learning experiences
characterized by enhanced physical-cognitive connections, reduced speaking anxiety,
and dramatically increased engagement compared to traditional methods. Students
demonstrate overwhelming preference for TPR across all measured dimensions,
particularly noting the method's ability to transform language learning from passive
reception to active participation. The identification of most effective TPR activities—
Simon Says games, daily routines acting, and body parts songs—provides practical
guidance for curriculum development and teacher training programs.
From a pedagogical perspective, these findings have important implications for EFL
instruction in higher education. The evidence supports systematic integration of TPR
into university-level language curricula, teacher training programs, and professional
development initiatives. The social dynamics revealed in student responses highlight
that TPR's effectiveness is amplified through collaborative learning environments
where peer influence reduces inhibitions and enhances engagement. This suggests
that successful TPR implementation requires attention to both methodological
techniques and classroom management considerations that foster supportive learning
communities.
While the study's reliance on self-report data and single institutional context limit
generalizability, the consistency and depth of positive student responses across all
participants provide strong evidence for TPR's perceived effectiveness. Future
research incorporating objective measures of learning outcomes, longitudinal
assessment of retention, and cross-cultural validation would strengthen the evidence
base while addressing the limitations identified in this study.
In conclusion, this research provides substantial evidence that TPR represents a
valuable and effective approach to English language instruction that addresses key
challenges in vocabulary retention and oral fluency development. The findings
contribute to the growing body of evidence supporting innovative, learner-centred
approaches to language education while demonstrating that kinaesthetic
methodologies can be successfully adapted for adult learners when implemented with
appropriate consideration of social dynamics and learner needs. The study's insights
provide both theoretical validation for multisensory learning approaches and practical
guidance for educators seeking to implement more effective and engaging language
instruction methodologies in higher education contexts.
CONFLICTO DE INTERESES
“Los autores declaran no tener ningún conflicto de intereses”.
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