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

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY HUỲNH THỊ KIM HOA EFL TEACHERS’ PERCEPTIONS TOWARD THE USE OF TOTAL PHYSICAL RESPONSE IN TEACHING ENGLISH VOCABULARY TO YOUNG LEARNERS: A STUDY IN QUY NHON CITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Vo Duy Duc, Ph.D BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN HUỲNH THỊ KIM HOA NHẬN THỨC CỦA GIÁO VIÊN VỀ VIỆC SỬ DỤNG PHUƠNG PHÁP PHẢN ỨNG CƠ HỌC TRONG DẠY TỪ VỰNG TIẾNG ANH CHO HỌC SINH TRẺ TUỔI: NGHIÊN CỨU TẠI THÀNH PHỐ QUY NHƠN Ngành: Lý luận phƣơng pháp dạy học môn tiếng Anh Mã số: 8140111 Ngƣời hƣớng dẫn: TS Võ Duy Đức i ACKNOWLEDGEMENTS I would not have been able to complete my thesis without the help of my supervisor, committee members, and friends, as well as the love and support of my family First and foremost, I want to express my deepest gratitude to Dr Vo Duy Duc, my thesis supervisor, for his assistance, encouragement, enthusiasm, patience, and vast knowledge My sincere gratitude also goes to the Department of English teachers for the essential knowledge they imparted to me during my M.A program I'd also like to thank all of the librarians at Quy Nhon University for making it possible for me to find and borrow useful documents Thirdly, I would like to express my heartfelt gratitude to the primary teachers and English center teachers who took part in this study for their willingness to share valuable ideas and experiences about teaching English to young learners via questionnaires and interviews Furthermore, I would like to give special thanks to everyone in my English M.A class (2020-2022), particularly Van Anh and Nguyen Huong, who were always upbeat and supportive of me throughout the thesis My greatest thanks are also sent to my loving family, which includes my parents, older sister, and older brother Because of their unwavering support and unconditional affection, I dedicate this thesis to my family Their affection motivates me to complete this degree Finally, I want to express my appreciation and blessings to everyone who helped me finish my thesis ii ABSTRACT This study investigates issues relating to teaching English vocabulary using Total Physical Response (TPR) method in Quy Nhon city It aims to explore teachers’ perceptions of using TPR teaching vocabulary to young learners, how teachers used it in the classroom, and whether they faced any challenges in the teaching practices The data were collected through questionnaires, interviews, and classroom observations Fifty primary teachers and teachers at some English centers in Quy Nhon city participated in the study The findings revealed that the majority of teachers had positive perceptions of using TPR with young learners Despite the fact that many teachers agreed on the effectiveness of the TPR method, a few of them were dissatisfied due to some constraints that hampered TPR's successful implementation As a result, some recommendations were made based on the major findings in order to minimize problems and maximize the implementation of TPR in teaching vocabulary to young learners iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Objectives of the study 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the study CHAPTER LITERATURE REVIEW 2.1 Overview of young learners 2.1.1 Definitions of young learners 2.1.2 Characteristics of young learners 2.2 Vocabulary 2.2.1 Definitions of vocabulary 2.2.2 Types of vocabulary 2.2.3 The importance of vocabulary 2.2.4 Teaching English vocabulary to young learners 10 2.3 Introduction to TPR 11 2.3.1 Definition of Total Physical Response ( TPR) 12 2.3.2 Objectives of Total Physical Response Method 13 iv 2.3.3 Principles of TPR 14 2.3.4 Roles of teacher and learner in TPR 15 2.3.5 TPR activities 16 2.3.6 Implementation of TPR in the classroom 18 2.4 The advantages and disadvantages of Total Physical Response 19 2.5 The relationship between TPR and young learners’ characteristics 21 2.6 Teachers’ perceptions 21 2.6.1 Definition of teachers’ perceptions 21 2.6.2 Types of Perception 23 2.7 Previous studies 23 CHAPTER METHODOLOGY 27 3.1 Research design 27 3.2 Participants 27 3.3 Data collection 28 3.3.1 Questionnaires 28 3.3.2 Interview 30 3.3.3 Observation 31 3.4 Data analysis 32 3.5 Summary 33 CHAPTER FINDINGS AND DISCUSSION 34 4.1 Findings from the questionnaire 34 4.1.1 Frequency of the use of TPR in teaching vocabulary 34 4.1.2 Teachers’ perceptions of the importance and necessity of TPR 35 4.1.3 Teachers’ perceptions of the benefits of TPR 36 4.1.4 Teacher’s perceptions of the disadvantages of TPR 38 4.1.5 Challenges that teachers may face when using TPR method 40 4.2 Findings from the interview 41 4.3 Findings from the classroom observation 51 v 4.3.1 The first observation 51 4.3.2 The second observation 52 4.3.3 The third observation 54 4.4 Discussion 56 4.4.1 EFL teachers’ perceptions of using TPR to teach English vocabulary to young learners 56 4.4.2 The implementation of TPR and the challenges faced by teacher 59 CHAPTER CONCLUSION AND IMPLICATIONS 63 5.1 Conclusion 63 5.2 Implications 64 5.2.1 Implications for educators 65 5.2.2 Implications for EFL teachers 65 5.2.3 Implications for material designers 66 5.2.4 Implications for pedagogical contribution 67 5.3 Limitations of the study 67 5.4 Suggestions for further studies 68 REFERENCES 69 APPENDICES vi LIST OF ABBREVIATIONS EFL: English as a Foreign Language FLP: Foreign Language Project LEA: Language Experience Activities L2: Second Language TPR: Total Physical Response vii LIST OF TABLES Table Teachers’ demographic information 28 Table Description of the items used for the survey 30 Table Teachers’ perceptions on the importance and necessity of TPR 35 Table Teachers’ perceptions of the benefits of TPR 36 Table Teachers and pupils’ perceptions of the disadvantages of TPR 38 Table 4 Challenges teachers may face when using TPR method 40 viii LIST OF FIGURES Figure Frequency of the use of TPR in the classroom 34 71 method Retrieved February 12, 2021, from https://repositorio.utp.edu.co/server/api/core/bitstreams/d91bdb898f99-46a1-8d3b-a817828d78af/content Frost, R (2007) TPR World: Total Physical Response - TPR British Council Furuhata, H (1999) Traditional, natural and TPR approaches to ESL: A study of Japanese Students Language Culture and Curriculum, 12(2), 128-142 Gay, G (2000) Culturally responsive teaching: Theory, research, and practice New York: Teachers College Press Gay, L R (2000) Educational Research: Competencies for Analysis and Application Boston: Pearson Gay, L R., Mills, G E & Airasian, P (2009) Educational Research Competencies for Analysis and Applications Upper Saddle River, New Jersey: Merrill/ Pearson Garcia, R (2001) Instructor‟s Notebook: How to apply TPR for best results 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Taipei 78 University of Education, Department of Children English Education Thornbury, S (2002) How to teach vocabulary Essex: Pearson Education Limited Ur, P (1996) A course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Zhang, C X (2007) 教育心理學 [educational physiology] Taipei: Tunghua Zhan, Y J (2000) 國小英語教育發展趨勢及三「教」－教師、教材、與教法－相關問題研 究 [The tendency of elementary English development and the research of teachers, materials and metrology] Journal of National Taipei University of Education, 13, 203-238 AP-1 APPENDICES APPENDIX A QUESTIONNAIRE (for teachers) This questionnaire is designed with the aim to investigate “EFL teachers’ perceptions toward the use of Total Physical Response in teaching English vocabulary to young learners: A study in Quy Nhon city” All the data collected in this questionnaire are only for the purpose of the research Your answers will be kept confidential Please take a few minutes to complete this form I am grateful for your contribution Definition: Total Physical Response (TPR) is a method of teaching language using physical movement to react to verbal input in order to reduce student inhibitions and lower their effective filter (Asher, 1977) In other words, TPR is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity I Personal Information ● Name: …………………………………………… (Option) ● School: ………………………………………………….… ● Gender: male female ● Age: Below 22 22-30 31-40 ● How long have you been teaching English? Less than 1-2 years 3-5 years 6-10 years more than 10 years Over 40 AP-2 ● The certificate(s) / qualifications you have had for your teaching job is/are: Bachelor of Education in English Bachelor of English in-service teacher education Master of Education II Questions Please tick ( ) the appropriate options for your answers ● Teachers’ perceptions of the use of TPR method in teaching English vocabulary Do you use TPR in English classes? a Yes b No How often you use TPR method in teaching English vocabulary? a Always b Often d Rarely e Never c Sometimes Please express your thoughts by putting an X in the box that best describes you ONLY circle ONE NUMBER for each statement Strongly Agree I realize that learners like to learn vocabulary through TPR Agree I think that primary teachers should often use TPR method in teaching English Neutral TPR I think it is necessary to use TPR to teach vocabulary to young learners Disagree Teachers’ perceptions of the necessity of Items Strongly Disagree No AP-3 I like using TPR in most vocabulary lessons I think TPR is important in developing young learners’ vocabulary Teachers’ perceptions of the TPR increases interaction between teachers and learners benefits of Teachers can work well with mixed ability classes TPR TPR helps learners to motivate the lesson TPR is suitable for learners’ characteristics 10 TPR is fun and comfortable 11 Teachers can save time on preparation 12 TPR is easy to use 13 TPR provides young learners with opportunities to practice vocabulary regularly 14 TPR accommodates kinesthetic learners 15 TPR caters to learners’ learning styles 16 TPR helps students acquire new vocabulary and memorize them meaningfully Teachers’ 17 TPR is challenging for shy students perceptions 18 TPR only works well for children of the 19 TPR is limited to imperatives weakness of 20 Students don’t have opportunity to talk in TPR a creative manner 21 TPR is boring 22 TPR is time-consuming  Which challenges teachers face when using TPR method? 23 Students are sometimes so crowded and noisy that their instructors cannot control the whole class AP-4 24 Teachers correct instantly errors of students This may decrease their motivation 25 Teachers have difficulties in asking shy students to perform actions in front of the class 26 Preparation becomes an issue for teachers at higher levels 27 It is time-consuming because TPR activities require the instructions of the teachers, the students’ demonstration and the teachers’ feedback 28 Abstract words are difficult to teach through this method 29 Physical constraints 30 Classroom space is not enough to perform action effectively Others (please specify): ……………………………………………… ● The suggestions for teachers to use TPR method in English class effectively What are the suggestions for EFL teachers to use TPR method in English classes effectively? ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… ………………………………………………………………………… …………………………………… AP-5 APPENDIX B OBSERVATION The purpose of this observation is to access the implementation of TPR in teaching English vocabulary and also to find out the problems faced by the teacher in English teaching and learning process The activities will be marked in the category of YES/NO on the basis of whether they happen or not in the classroom I Personal Information Name of teacher: Gender: Lesson being observed: Numbers of students in the class: II 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 List of Observations Teacher’s activities Yes Giving students motivations before teaching and learning vocabulary Introducing the new topic of vocabulary Explaining to the students what kind of activity will be conducted Arranging students for TPR implementation Giving instructions: clear, simple, checked/demonstrated Asking students to guess the words Correcting students’ mistakes in pronouncing words Speaking in English at the most Speaking in Vietnamese Using appropriate activities with the objective of the lesson Using new materials (realia, pictures, flashcards, videos) Using commands when teaching Helping students when they have difficulties No Notes AP-6 1.14 1.15 1.16 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 3.1 3.2 3.3 4.1 4.2 4.3 4.4 Teacher’s activities Yes Directing students carefully Motivating students to participate in TPR activities Giving feedback to students’ responses Students’ activities Give attention to the teacher’s explanation about the material’s goal Participating in pronouncing the English words Following up on teachers’ commands Involving in TPR activities The students repeat the teachers’ words well Saying the words correctly The students demonstrate their memorizing of vocabulary well and enthusiastically Answering teachers’ questions correctly Utilization of teaching aids (visuals, technology) and instructional materials Are there pictures, video/audio recorder? Does the teacher use them more than textbook? Does the teacher use different materials to illustrate ideas or concepts? Evaluation Teacher gives instructions, models them and gives the task to students Teacher follows up on students’ participation and activities Teacher gives feedback on the students’ work Teacher evaluates students’ participation No Notes AP-7 APPENDIX C TEACHERS’ INTERVIEW How often you use TPR method in teaching English vocabulary? Do you think that TPR method should be used by teachers in English classes in primary schools? Yes or no Explain your answer In your view, Are there any limitations of TPR? Could TPR create a good atmosphere in the teaching-learning process? How does it work? What about the feedback of the class? Do students enjoy the learning process through TPR? Is the use of TPR effective to enhance students’ motivation in learning vocabulary? What problems occur during the implementation of TPR in teaching vocabulary? What are your suggestions for using TPR method more effectively?