MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS USING TOTAL PHYSICAL RESPONSE TO IMPROVE GRADE EIGHT STUDENTS' ENGLISH VOCABULARY: AN ACTION RESEARCH PROJECT AT
INTRODUCTION
Rationale
Vocabulary is an integral part of a language and plays a very important role in language teaching and learning In teaching and learning English, vocabulary is one of three elements (along with grammar and phonetics), forming a system of linguistic knowledge and acting as a means and condition for forming and developing communication skills It can be seen that language in general and English in particular is a collection of lexical units We cannot understand language without understanding vocabulary In other words, lack of vocabulary knowledge affects all four language skills: listening, speaking, reading and writing Thus, learning vocabulary and practicing vocabulary usage skills are considered the leading factors in language transmission and acquisition British linguist Wilkins (1972) said that “without grammar little can be conveyed, without vocabulary nothing can be conveyed.”
Learning vocabularies must be a long process of practice, study and accumulation In general, students are very "afraid" and "lazy" to learn new words, their use of words is still limited They often misspell or use wrong words; mispronunce or use words incorrectly, which is not suitable for the context Most children have the habit of memorizing the meanings of words Some children only learn by rote as a coping mechanism to volunteer on the board or when the teacher tests, and then when they need to use it, they forget or don't know how to use the words Many students try to memorize all the new words they encounter, so they find that every lesson has a lot of new words, leading to fear and reluctance to learn new words This happens frequently is because students do not know how to learn vocabulary and have not found a suitable vocabulary learning method for themselves
Despite educators' dedication to teaching English vocabulary, students often struggle to retain and recall words long-term, hindering their language acquisition and communication abilities Limited vocabulary presents significant obstacles in developing language knowledge and expressing themselves effectively Educators recognize the challenges students face in retaining vocabulary and actively seek methods to address these challenges, ensuring that students can successfully integrate new words into their long-term memory and utilize them confidently in various communication contexts.
To captivate secondary students and foster their engagement in vocabulary acquisition, effective teaching methods are crucial An approach that aligns with students' predilection for active, auditory, and visual learning is optimal However, the pervasive use of the translation method in secondary English instruction contradicts this principle, highlighting the need for pedagogical innovation.
That is why I chose the TPR method in my research in order to figure out the efficiency of implementing this method when teaching vocabularies to secondary students.
Aims and objectives of the study
The purpose of this research is to help students at a secondary school in Ha Long city improve their vocabulary mastery with the implementaton of TPR method In order to achieve this aim ,the study is expected to reach the following objectives:
- To evaluate the effectiveness of Total Physical Response method on students’ vocabulary mastery
- To ascertain students’ attitudes on the implementation of Total Physical Response method in learning English vocabulary.
Research questions
What is the effectiveness of Total Physical Response method on students’ vocabulary mastery?
What are the students’ attitudes on the implementation of Total Physical Response method in learning English vocabulary?
Methods of the study
In order to achieve the aim, action research procedures are used in the study The data will be collected via survey questionnaires, interviews, and tests.
Scope of the study
The primary objective of this study was to evaluate the efficacy of the Total Physical Response (TPR) method in enhancing vocabulary proficiency among 45 8th-grade students Specifically, the study focused on investigating the impact of TPR on vocabulary mastery Notably, this study excluded the assessment of other language skills such as listening, speaking, reading, or writing, solely concentrating on the effectiveness of TPR in vocabulary acquisition.
Significance of the study
Theoretically, the outcomes of the study are intended to provide the researcher and English language teachers with information about the Total Physical Response and its implementation in teaching vocabularies to secondary students
Practically, the findings of the study could be beneficial for the English teachers in Ha Long city in particular and those in Vietnam in general to enhance their teaching skills with this teaching method, which in turn, may result in the improvement of their students' vocabulary mastery and their learning attitude towards English subject.
Structure of the study
In addition to the references and appendices, the thesis is composed of five chapters:
CHAPTER 4: Findings and discussion CHAPTER 5: Conclusion
LITERATURE REVIEW
Vocabulary
Vocabulary definitions can take many different forms According to Richards and Renandya (2002), vocabulary is the cornerstone of language proficiency and the basis for learning speaking, listening, reading, and writing strategies Hatch and Brown (1995) defined vocabulary as a collection of terms from a particular language or a list of phrases that a person can use
Active receptive vocabulary and passive receptive vocabulary are the two categories of vocabulary When students employ passive receptive vocabulary— vocabulary they haven't thought of yet but that they grasp when they see or hear it—they can use it while speaking or writing Words that students comprehend when reading or listening and instantly use while speaking and writing are known as active receptive words Schmitt (2000) outlined a number of distinct categories of word knowledge that students should be able to grasp, including the meaning of the word, its written and spoken forms, its grammar, word combinations, its scope, its associations, and how frequently it is used
Vocabulary is "the total number of words in a language; a list of words with their meanings," according to Hornby (1995) A new vocabulary item, however, can consist of more than just one word For instance, the terms "school bus" and
"sugar-free" are composed of two or three words that together convey a single notion It is a helpful practice to refer to lexical "items" instead of "words" in all such situations Moreover, vocabulary is defined by Burns (1972) as "the stock of words used by a person, class, or profession."
2.1.2 The significance of vocabulry in learning English
If you want to communicate coherently and grasp necessary information with the other person, vocabulary is what you need to master Only when you possess
During the communication process, readers or listeners mostly pay attention to the content that the speaker wants to express rather than grammar and sentences Because, even if you have a solid grasp of grammatical structures, but your vocabulary is limited, it is still impossible to accurately convey the content you want to convey to the other person A rich, abundant vocabulary will greatly support you in developing and perfecting other skills more effectively
With a diverse sourse of vocabulary, you can easily understand the content communicated even if your grammar is not very strong And when you understand quickly and correctly, you will be able to respond quickly The process of listening, understanding and speaking will then become increasingly proficient and fluent
Tozcu and Coady (2004) point out that vocabulary learning is an important aspect of second or foreign language acquisition; According to Sedita (2005), when students do not understand at least 90% of the vocabulary in a reading passage, they do not fully understand what they read Conversely, knowing at least 90 percent of the vocabulary helps readers get the main idea from the reading and accurately guess the meaning of many unfamiliar words This will help them learn new words A solid vocabulary helps increase reading comprehension for students of all ages, especially as the higher the grade level, the more complex and academic the vocabulary becomes
In addition to issues related to listening, speaking or reading skills, English vocabulary also helps develop the brain in the ability to write quickly, in the right context and without misspellings
There are 3 principles in teaching vocabulary
Learn vocabulary in meaningful sentences/phrases/contexts
According to research by Nation, 2001: “When words are met in reading and listening or used in speaking and writing, the generative of the context will influence learning, if the words occur in new sentence contexts in the reading text, learning will be helped ”
Or to put it more simply, the most effective method of teaching vocabulary is when it is in a specific, meaningful story
Therefore, when teaching vocabulary, we must combine words into PHRASE, NOT teach words individually Teaching in clusters will help students remember the meaning and usage of words
For example: instead of teaching “Apple” -> teach with the phrase “It’s an apple” or “An apple”
For many years, schools have taught us how to learn passively by looking and taking notes And we assume that is the only way to learn vocabulary But in fact, science has proven that language is most effectively absorbed with the combination of LISTENING - SEEING and KINEMATIC Having contact with sounds, images, and body movements helps students get excited At the same time, it stimulates the brain comprehensively and helps nerve connections become stronger
Doing so will help students remember words for a long time, react quickly to vocabulary, and communicate effectively
Repetition is the “king” of all skills And teaching vocabulary is no exception: It takes persistent practice to remember words for a long time.Over the past decades, there have been many studies recognizing the importance of repetition when learning a language For example, Second Language Acquisition theory by Stephen Krashen, research on memorization principles by Schmitt & Carter (2000)
The best way to remember new phrases is to repeat them many times and continuously for at least 7 days, as long as combine listening, viewing and speaking practice
During the learning process, vocabulary phrases must always be repeated by the teacher Students can remember the new words at the end of a lesson
If 3 principles are followed correctly, the vocabulary teaching will be more effective Students will understand more, increase their vocabulary mastery, and especially will be much more interested in the lesson.
TPR
TPR stands for TOTAL PHYSICAL RESPONSE - a method developed by professor James Asher in the 1960s After that, this method was increasingly widely applied in schools and language centers around the world
TPR is developed based on children's information absorption process Therefore, through listening and imitation, combined with body movements, vocabulary learning is cleverly integrated into the lesson, according to Richards and Rogers (2001)
This takes advantage of the child's natural behavioral development to help absorb more effectively, and the learning process and repeating this activity many times will build the child's language capacity
- Vocabulary is integrated with physical actions, promoting natural absorption through body language and cognitive engagement.- This method differs from traditional approaches that rely solely on passive learning.- Practical scenarios from teachers enhance learning by connecting vocabulary to real-world situations.
“Bird” -> spread 2 arms and flap up and down
“Cooking” -> act like one hand holding a spatula and stirring food in the pot
Through songs, rhythms and fun activities, invisible pressures from fear of communication will be removed and help children feel comfortable and full of joy when learning a new language (H.P.Widodo, 2005)
According to Richards and Rogers (2001), the whole body reflection method is one of the language teaching methods built on the combination of language and physical activity; This method aims to teach language through movement According to Asher, learners are not required to speak while performing manual activities, so this method does not cause stress and is suitable for teaching foreign language beginners as well as children
In this method, learning a language is similar to a child experiencing his mother tongue: listening first, understanding, then speaking; and usually children listen and understand about a year before they can speak; The interaction between parent and child often takes the form of the parent's words, followed by the child's whole-body reflexes Gestures should be combined with listening comprehension to increase long-term memory; The brain processes information faster and accepts that information reliably when listening and understanding first and then moving (right-brain learning), without needing to speak or translate (left-brain learning); Learners should be silent to avoid causing brain overload; By responding to commands with gestures and gestures without using words, learners acquire new language (phonetics, vocabulary, grammar, semantics) at the same time without analysis Once the learner has understood, the teacher can use the above skill to switch to the Broca area of the brain as opposed to traditional exercises such as speaking, reading, and writing Then return to the right brain area with more activities of the whole body reflex method so that the learner understands another example, and continues to use that understanding to transfer to speaking, reading, and writing
The whole body reflex method is designed based on three principles of language learning combined with physical movement; 3) listening skills prepare the child to learn to speak
The whole body reflex method is most effective in the early stages of language learning However, systemic reflexology should be used in conjunction with other methods or techniques because systemic reflexology actually represents a useful set of techniques that are compatible with other approaches in teaching
According to Opp-Beckman and Klinghammer (2006) the characteristics of the whole-body reflex method in language teaching are: 1) teachers use control commands to teach language; 2) control commands are combined with physical movements to convey the meaning of the language focus and help remember longer; 3) learners understand language through practice of listening and repetition before they are asked to speak; 4) editing is a natural part of the activity; 5) The element of fun is a must-have part of this teaching method
According to Asher (1977), TPR lesson plans should include the exact orders the instructor wants to employ He continues by stating, "It is wise to write out the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously."
A TPR activity can be followed by these steps:
Introduction: the teacher introduces the words to be taught by projecting slides or pasting flashcards on the board The teacher can ask students to guess what the topic will be learned today to warm up
Pronunciation practice: The teacher goes through each word one by one, pronounces it loudly and clearly and has the whole class read along to create a crowd effect, then has each student read it to correct pronunciation
Turning words into actions: The teacher reads aloud the phrase containing the word just learned, combines actions to describe that word and has the whole class say it out loud + do the action (Note: Teachers should pay attention and listen carefully to see if any of students are not pronouncing well Come to the front check their pronunciation again and note the mistakes for the whole class.)
Review: when the class have completed the words to learn, the teacher has the whole class repeat all the phrases + actions
Activities to consolidate knowledge: Teachers apply activities such as Boardslap, Guess the action, Action imitation (listen to sentences and do actions) for students to review again for fun
TPR activities should be brief (less than 20 minutes).* Each new word should be repeated a minimum of 10 times.* TPR lessons are characterized by pace, intensity, and enjoyment.* Language commands in TPR are concise and straightforward (3-5 words per sentence).
2.2.5.1 TPR creates a fun and comfortable learning environment
This method introduces language through the use of commands and requires students to respond with physical activities, so the classroom atmosphere is quite fun and comfortable And just like how young children develop the ability to understand spoken language, TPR helps learners deeply understand the target language through listening comprehension, reflection, and imitation activities Furthermore, learners are not forced to act when they are not ready Instead of opportunity to stand up and follow the teacher's requests such as "open the book" or "walk to the board" TPR teachers strive to help students accept and enjoy the process of learning to communicate in a new language However, this process also requires teachers, like parents taking care of a child, to delicately observe whether the learner is ready to receive and carry out commands The way children respond to the teacher's requests will reflect whether they are comfortable, confident, or timid and confused For example, if you observe that the students are still timid and not confident, the teacher will continue to gently and patiently model until they feel comfortable and confident enough to "act" alone TPR is also seen as an "effective way to stir up the classroom atmosphere to help improve students' mood" Therefore, the TPR classroom is like a stage, in which the teacher acts as a director guiding the actors - learners to perform scenes just like parents guide their babies in scenes Close situations of daily care
Another strength of TPR is creating a low-pressure learning environment that helps improve learning outcomes Brown believes that when learners are anxious, tired, or stressed, their ability to absorb knowledge is not as good as when they are in a comfortable mood, and not influenced by any negative needs or emotions But unfortunately, students in foreign language classes are often in a state of anxiety and discomfort, which, according to Krashen's Affective Filter Hypothesis, can prevent learners from acquiring language language even when appropriate input is available Therefore, language learning should not involve any stress, as stress and negative emotions inhibit the natural language learning process One of the main reasons the TPR method was developed was to reduce the stress people feel when learning a foreign language In TPR class, teachers focus on students understanding the meaning and applying physical movements to avoid stress and create a comfortable learning environment, which can help learners reduce their emotional filter by reducing stress Minimize pressure to perform and be evaluated by others
2.2.5.2 TPR is similar to the way children learn their mother tongue
Secondary school learners
2.3.1 Psychological and physical characteristics of middle school students New thinking skills are formed: The increase in brain cells during adolescence helps form new thinking skills, including the ability to calculate and make decisions
Physical, hormonal, sexual and social maturity: Teenage marks significant physical growth, with increased hormones and gender identity With the development of sex education and online information, teenagers in the 21st century have more opportunities to understand sex issues more clearly and openly
Intellectual growth and social and volunteerism: During the teenage years, intelligence develops during puberty and teens begin to determine their life goals Many teens in the 21st century are actively participating in volunteer activities and creating social impact
Temperament, anger, and sudden emotional changes: During this period, teenagers often develop dramatically in thinking skills and social behavior However, they may have difficulty using these skills and often express conflict as their way of expressing themselves Hormonal changes can lead to strong emotional changes such as fear and excitement Can change mood quickly
Active, adventurous and risk-taking: Teenagers are often full of energy and like to stay up late They love to go on adventures, even without realizing the potential danger in risky activities Teenage is often a vulnerable period and easy to fall into negative behaviors
Dependence on technology: Teenagers in the 21st century live in a digital world, with the development of the internet and mobile devices, so there will be more or less influence and dependence on technology in their lives daily activities
Excessive influence from social media and advertising can exert pressures on adolescents related to body image, lifestyle, and a sense of entitlement Additionally, the intense competition to gain admission to universities and excel in examinations exacerbates academic stress among teenage students These pressures can have profound implications for their well-being and development.
2.3.2 Learning characteristics of middle school learners
Get bored quickly: Teenagers often feel bored quickly if the learning content is not stimulating or challenging enough, requiring the learning environment to be more varied and interesting to maintain their focus
Focus on meaning and application: They not only want to learn knowledge but also want to understand its deep meaning, practical application and the importance of applying knowledge in daily life
Passion for exploration: Their curiosity and passion for discovery motivate them to learn more about the world around them and discover new things, especially issues related to their interests and curiosities
For optimal learning, prioritize concrete knowledge, aligning with teens' preference for practical examples and real-world applications over abstract theories By incorporating clear examples and relatable applications in lessons, educators enhance the relevance and applicability of knowledge, fostering deeper understanding and engagement.
Individual-focused communication: They often want to share and express personal opinions clearly, and tend to care more about their own opinions and feelings than those of others
Imagination: Rich imagination helps them create unique ideas and creative solutions to complex problems, promoting creativity and multi-dimensional thinking
Imitation: Teens often learn through observing what their friends or models they admire do They may imitate the learning styles of others to seek validation and adapt to the social environment At times, teens may idealize outstanding or successful individuals, and try to emulate their behavior and learning styles This can have a positive or negative effect on their learning process
2.3.3 Learning stages of middle school students
Most English programs for this age group mainly focus on basic knowledge Although it is basic, it will serve as a foundation to consolidate knowledge for students, helping students master what they have learned to move on to the next years of study
In this warm-up part, at the end of the comprehensive English teaching program, students will be able to use the skills of listening - speaking - reading - writing at the most basic level
Furthermore, students will also get acquainted with the skills of looking up dictionaries, searching for information in English and taking exams effectively
A systematic roadmap and learning environment combining domestic and foreign lecturers It will give children more opportunities to interact with English From there, comprehensively develop skills
Entering grade 7, children will use the basic knowledge and skills they learned in the initiation stage To build up the amount of knowledge needed
After this stage, students can master their use of English Can read and write short paragraphs Besides, communication skills are also improved They can say simple communication sentences in everyday life without difficulty
Especially during this period, because students already have basic knowledge to participate in small tests according to international standards Getting used to international certification exams is more difficult
Summary
The chapter has thus far discussed the pertinent literature review that contributes to the development of the study's theoretical framework The framework the researcher used in this study is based on theories about vocabulary by significant authors like Richards and Renandya (2002), Hatch and Brown (1995), as well as TPR including definition, principles, procedures and benefits by Asher (1960) and Ben Shearon (2016) I also presented some characteristics of middle school students and some factors that could affect their learning ability, The summary of the relevant studies in the same field was also presented to readers in this chapter.
RESEARCH METHODOLOGY
Research setting
This research was conducted at a secondary school in Ha Long city It is one of 7 public schools in the area with over 1000 students from grade 6 to grade 9 The number of teachers in this school is 70 The English curriculumn for grade 8 was Global Success English textbooks which develops 4 listening, speaking, reading and writing skills according to regulations of the Vietnamese Ministry of Education in the English training program for middle school students The textbook takes a topic-by-topic approach It includes 12 units: Leisure time, Life in the countryside, Teenagers, Ethnic groups of Viet Nam, Our customs and traditions, Lifestyles, Environmental protection, Shopping, Natural disaters, Communication in the future, Science and teachnology, Life on other planets Unit 1 and 2 (Leisure time, Life in the countryside) were used in this research.
Research participants
The participants were 45 students at a secondary school in Ha Long city Students will take tests, including pre-test and post-test The above students will participate in the survey questions At the beginning and the end of the course, I chose 5 students to take an interview about the results before and after applying the above method.
Data collection instruments
I employed tests as an objective tool in the investigation In order to examine the efficacy of implementing TPR, the students' post-test scores were compared to their pre-test scores at the same level
The pre tests were given to the class at the prelimary stage The purpose of the pre test was to measure the English vocabulary mastery of the students in the lesson They were designed with 10 questions in multiple form The students had to finish the test in 10 minutes The content of the pre tests and post tests was relevant to the content in lesson 1 of Unit 1 and Unit 2 from the text book The tests were made in the form of sheet and the students will read and circle the correct answer directly on that sheet
The post test 2 was a writing down test The teacher showed pictures on the board, students looked at each picture and write down words in paper There were 10 pictures
I used a set of questionnaires which consisted of 6 questions I applied Likert scale in my survey All the statements were about the attitude of students towards English lesson at their school The scale rated from 1 to 5, relevant to from strongly disagree to strongly agree The survey was given to the students 2 days before the lesson
To assess the impact of Total Physical Response (TPR) on student attitudes towards a lesson, an interview was conducted with five randomly selected students after the lesson The interview consisted of four questions, and the responses were recorded and transcribed for analysis.
Research design
There are many definitions of Classroom Action Research (CAR) given by scholars in the fields of language research and teaching Elliot (1991) defines CAR “as a method of studying classroom situations to improve the quality of teaching activities” Van Lier (1996) said that "it is a small-scale study to solve a research activity conducted at the same time as teaching activities" Or Dick
(2002) is more concise when pointing out that CAR is "the process of both teaching and learning (learning by doing) More fully, Carr & Kemmis (1986) define CAR “as a self-reflective inquiry process conducted by teachers to enhance the reasonableness and legitimacy of the pedagogical methods or situations that they encounter in their teaching activities.” Through some of the above definitions, we can see that CAR is conducted to:
• Improve understanding of teaching activities;
• Improve educational situations during teaching
Kurt Lewin, a notable professor, coined the term "Action Research" in 1944 and devised its concept In his 1946 report, he defined this research as a comparative study of social action conditions and effectiveness Lewin outlined a spiral of steps involving planning, action, and practical inquiry about the results of action Despite variations in interpretation over time, Action Research remains rooted in Lewin's core ideas He played a pivotal role in its establishment and promotion, earning recognition as a pioneer in the field.
Figure 1: Lewin (1946) Action Research Model a Planning
In this stage, I prepared all the materials needed for the research:
- A 45-minute lesson plan for Unit 1 – Lesson 1 (Getting started) including TPR activities
- A pre test for the beginning of the lesson to test the students’ vocabulary understanding, and a post test which was used to test their vocabulary mastery after learning the lesson This post test was used in the next lesson
- A questionnaire list(and a list of questions for interviews
- A worksheet for them to practise at home b Acting
The pre-test was given to the students to check their understanding about the upcoming lesson without telling them the topic or the questions The test was conducted in 10 minutes in form of miutiple choice The students were not allowed to use any vocabulary checking devices like smartphones or dictionary information.After the test, the teacher processed the lesson with the prepared plan The lesson was from English 8 Text book: Unit 1 – Lesson 1: Leisure time Starting off with teacher giving a braintorming question The teacher asked what the students usually did in their free time The students answered freely with the teacher’s appointment Next, the TPR method was applied during the lesson Firstly, the students learnt the new words by looking the pictures and their spellings Secondly, the teacher introduced a game called Board slap The students practices saying the words in the game Thirdly, the teacher instructed students to complete exercies in the text book Finally, the teacher gave out worksheets to the students In the next English lesson, the post test was given to them at the beginning of the class c Observing
During the lesson, I observed the students' replies, attitude, participation, and achievement All the observation was noted down d Reflecting
After the lessons, all the issues were considered All the observation, answers and results were analyzed After completing the first cycle, I encounted some issues and mistakes in the process of teaching I continued my research with Cycle II using the same concepts as the first one The lesson in Cycle II was from Unit 2 – Lesson 1 To be specific, the CAR employed in this study was a cyclical technique developed by Kemmis and McTaggert, as indicated in the figure
Figure 2: Model CAR (Kemmis and McTaggert)
Data analysis
To assess learning outcomes, quantitative data was gathered using pre- and post-tests Pre-test and Post-test 1 featured 10 multiple-choice questions each Post-test 2 involved a writing assignment where students observed pictures, recorded words, and received 10 points for each correct response The mean of students' scores was calculated using a predetermined formula.
The passing rate was 80%, which means that students had to score 8 in the test The minumum percentage of students’ who passed the tests was calculated by the following formula
R : The number of students who get point more than 7
All the numbers and results were processed in Microsoft Exel
In this study, a 5-level Likert scale was employed This widely-used scale comprises five increasing levels of satisfaction or agreement for each question Developed by Rensis Likert in 1932, the 5-level Likert scale facilitates the measurement of preferences and attitudes by offering a structured response format for participants.
The Likert scale is a widely-used research tool that assesses opinions and perceptions through a series of questions It presents subjects with a range of options representing their level of agreement or disagreement, producing quantitative data that facilitates analysis The researcher poses a question followed by five response options: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree.
The questionnaire was given to the students before the lesson to determine the attitude of the students towards English lessons at their school All the numbers and results were processed in Microsoft Exel
Interviews with students were used to collect qualitative data 5 students in to them after the lesson to determine their feeling about the TPR method The students answered with Yes or No to each question All the answers were recorded and transcribed.
Summary
This chapter provides detailed information about the methods of data analysis, and the steps to conduct the action researcher including preliminary investigation, action plan, implementation, observation and reflection The major instruments used for data collection are survey questionnaires, tests and interviews The findings of the research will be presented in the next chapter.
FINDINGS AND DISCUSSION
Results and analysis from tests
To assess the efficacy of TPR in enhancing eighth graders' English vocabulary, a pre-test and two post-tests were administered Post-test 1 aimed to identify immediate improvement in vocabulary acquisition after the TPR intervention Conversely, post-test 2 evaluated students' word retention over time, providing insights into the effectiveness of TPR in facilitating long-term vocabulary storage.
The collected results of the tests are calculated, analyzed and presented in Table 1
Table 1 Students’ test results in cycle 1
Number of students Score of pre test Score of post test 1 Score of post test 2
Number of students Score of pre test Score of post test 1 Score of post test 2
It can be seen from Table 1 that the minumum score of the pre test is 20, these of the post test 1 and 2 are 30 and 50 respectively, whereas the maximum score of 3 tests is 90 The gaps between the minimum score and the maximum score of pretest, posttest 1 and posttest 2 are 70, 60 and 40 points respectively
The pre-test mean score was 51.78, while the post-test 1 mean score was 60.67 and the post-test 2 mean score was 64.67 These results indicate a notable improvement in scores from the pre-test to post-test 1 and from post-test 1 to post-test 2.
Table 2 Comparison of distribution of test score range in cycle 1
Pre test Post test 1 Post test 2 Number of students
It is revealed in Table 2 that before TPR, the majority of the students could not do the test successully In the pre test, 31.12% of the students get poor mark and 11.11% of them receive very poor mark The percentage of the students who get avarage score is the highest, at 33.33% The proportion of the students who get good and excellent score is 11.11% and 13.33% respectively In the post test
The implementation of post-test 1 led to a significant improvement in student performance The number of students achieving excellent scores increased notably, elevating the average score Simultaneously, the percentage of students with poor scores decreased remarkably, from 31.12% to 17.78%, indicating a substantial reduction Notably, no students obtained extremely poor results in the post-test.
2, the percentage of the students with the excellent score declines slightly to 22.22% Meanwhile, the datas for good and avarage score rise to 22.22% and 53.34% respectively Whereas, the number of students who have poor results goes down to 1 student, accnounting for 2.22% of the total students In addition, there is also no student who get very poor results
Table 3 Students’ test results in cycle 2 Number of students Score of pre test Score of post test 1 Score of post test 2
Number of students Score of pre test Score of post test 1 Score of post test 2
Clearly, in the cycle 2, the mean score after each test also changes considerably The mean of the pre test was 45.78 and the data then declines slightly to 44.89 and the result in the post test 2 is higher with 57.11 The final result obviously shows the improvement in the students’ vocabulary mastery
Table 4 Comparison of distribution of test score range in cycle 2
Pre test Post test 1 Post test 2 Number of students
As can be seen from the table 2, in the pre test, the number of students who have average score is 14, which accounts for the highest proportion, at 42.22%, followed by the data of poor points, which is 28.89% There is 15.56 of the students who receive very poor points The datas for good and excellent points receivers are quite low, at 8.89% and 4.44% respectively In the post test 1, the average group still stands the first rank with 55.56% The number of students getting poor points rises from 13 to 15 students, equivalent to 33.33% Only 2.22% of the total students receive excellent points and there are 4 students in the very poor group, which is 8.89% However, there is no student having good points There is a considersable change after the post test 2 The percentage of the students who have average results is still the highest with 68.89%, folloed by the good group with 15.56% After the post test 2, the number of students having more than 80 points is 3, which is 6.67% However, the proportion of poor testees declines to 8.89% Nobody in the class scores under 30 points
Table 5 Comparison of total test scores in 2 cycles
The above table shows the total test scores from 2 cycles Eventhough the totals of cycle 1 are higher than that of cycle 2 There is still a growth in the scores of each test In the pre test, the total score of cycle 1 is 2330, and that of cycle 2 is lower, at 2060 points The total score of cycle 1 goes up to 2730, while the data of cycle 2 is quite the same, at 2020 points The total score of cycle 1 rises to 2910 and that of cycles 2 also sees a similar trend with 2570 points
Table 6 Comparison of mean scores in 2 cycles
As can be seen from the chart that the mean scores of cycle 2 is lower that that of cycle 1 In pre test, the mean score of cycle 1 is 51.78, while the figure for cycle 2 is lower, at 45.78 In post test 1, 60.67 is the mean score for cycle 1, the mean of cycle 2 does not change much, at 44.89 points However, in post test 2, the data of cycle 2 increases tremendously to 58 points The mean score of cycle 1 also witnesses an upward trend with 64.67 points.
Results and analysis from questionnaires
The questionaires include 6 statements used to investigate the students’ thinking about the research Items 1,2 and 3 are to investigate the students’ attitudes towards English vocabularies Items 4,5 and 6 are about the effectiveness of TPR
Table 7 Students’ opinions about vocabularies and TPR
Opinion 1: Vocabularies are important in learning
Rate Number of students Percentage(%)
Opinion 2: There are too many new words in a lesson
Rate Number of students Percentage(%)
Opinion 3: I find it difficult to remember all the new words
Rate Number of students Percentage(%)
It is interesting to learn English vocabulary with the new method that the teacher’s applied
Rate Number of students Percentage(%)
Opinion 4: The TPR activities help remember words longer
Rate Number of students Percentage(%)
Opinion 6: Games and activities of the TPR give me no pressure
Rate Number of students Percentage(%)
From the above tables, it can be seen that all of 45 students in the class admit that “vocabulary is important” Most of them think that there are too many new vocabularies in one English lesson, making up for 95.66% Only 2 students, which is 4.44%, are in nautral position When the students are asked about the difficulty in remembering all the new words, 31 out of 45 students strongly agree with that statement 11 students struggle in learning new words and only 3 of them think that keeping all the words in mind is not diffcult and not easy With question number 4, the majority of the class (41) strongly agree or agree that the new technique that the teacher applied makes the English lesson more interesting Only 3 students have a neutral opinion about the attraction of the lesson The results of question 5 reveal that most of the students think that the TPR activities help them remember words longer Especially, 39 students strongly agree with this opinion In question 6, the students are required whether TPR activities give them a free-stress learning environment All of them agree and strongly agree that TPR games in their lessons help them feel more relaxed and absolutely no pressure during the learning The results of the questionnaires have shown that learning vocabulary by using the TPR is considered effective The feedback of students to questionnaire helps uncover the 8th graders’ attitudes toward the TPR used in vocabulary teaching Most of the students have positive assessment about the TPR
Results and analysis from interviews
Table 8 The students ‘attitude towards the implementation of TPR in teaching vocabulary
1 Do you remember words better with the TPR method? 3 60% 2 40%
2 Do you feel streesed when learning vocabularies with the TPR method?
3 Do you think the TPR method can help you master in vocabulary? 2 40% 3 60%
4 Do you want to have more TPR activities in English class? 1 20% 4 80%
According to the interview results, 60% of the interviewees agree that they can remember words better with the TPR method They all do not feel stressed when learning vocabularies any more As a results, 5 selected interviewees say yes to the statement that the TPR method can be a great assistance to their vocabulary learning Besides, 80% of the students would like to have more TPR lessons like those they have participated in.
Summary
This chapter has presented detailed analysis of data collected from survey questionnaires, interviews and tests Some outstanding findings are briefly summarized in this section First of all, the positive difference between the pre- test and post-test results shows the improvement in the students’ vocabulary showed some changes in students' learning attitudes and students themselves also identified the positive changes that the TPR method brings The implementation of the TPR activities has promoted students’ ability to remember new words, increased motivation to participate in the lessons.
CONCLUSION
Recapitulation
This action research project was conducted with the main participation of 45 students at a secondary school in Ha Long city as the main subjects The purpose of the research is to improve students' vocabulary mastery To achieve that goal, researchers need to find answers to two questions: (1) What is the effectiveness of Total Physical Response method on students’ vocabulary mastery? (2) What are the students’ attitudes on the implementation of Total Physical Response method in learning English vocabulary?
Through a combination of questionnaires, interviews, and tests, the study revealed positive student responses to Total Physical Response (TPR) classes Post-TPR surveys indicated that 86.67% of students expressed a favorable attitude towards the method, highlighting its effectiveness in vocabulary retention Furthermore, the majority of students exhibited increased enthusiasm and engagement during TPR activities in English lessons Notably, 80% of students expressed a desire for future TPR lessons based on interview findings.
After 2 cycles, the scores increased significantly The mean score in clycle
Integrating Total Physical Response (TPR) into lessons significantly improved students' vocabulary mastery, as evidenced by an increase in scores from 51.78 to 64.67 and 45.78 to 58.00 after the second cycle TPR's emphasis on student-centered learning fosters a familiar and accessible learning environment, allowing learners to connect new knowledge to their existing experiences and absorb information more efficiently By engaging students with games and combining activities, TPR facilitates deeper understanding and memory retention.
Concluding remarks
Overall, this study focuses on the effectiveness of using TPR activities in from questionnaires, interviews and tests, research results show that using the TPR will help most students in the class remember words longer and better Only one student, accounting for 20%, from the interviews, does not look forward to the next TPR lessons
The test results clearly showed the improvement in the students’ scores There was a rise after every cycle Many students improved their scores in the post-test, some students even scored high
When comparing the post data and the original data to evaluate the effectiveness of the TPR activities, the results show that they are very effective in helping the students learn vocabulary better This method could provide a healthy learning environment and enhance the results in the students’ work.
Implications
The TPR teaching method is very easy to attract students' attention, attract students to participate in activities and bring them into the real environment to learn foreign languages in general and English in particular It provides a fun, interesting, low-stress, low-pressure learning environment; combines both the left and right brain and is similar to the way children acquire their mother tongue Speaking and movement activities using English create joy for students Enjoyment creates lasting connections in memory, helping students remember longer Fun also creates motivation for students to interact with English without getting bored Thereby, students' skills will be developed comprehensively With the above benefits, foreign language teachers should bring TPR into their classrooms To maximize the benefits of TPR, teachers need to consider the target audience of learners, teaching content as well as other conditions to skillfully and flexibly integrate appropriate TPR activities In addition, TPR can be used in combination with other methods without causing any conflicts
Limitation and suggestions for further studies
TPR is more suitable for elementary or pre-intermediate levels, especially when teaching verbs, simple storytelling, and classroom language Higher level students begin to come into contact with more abstract concepts, so it is more difficult to express meanings through actions Of course there are still topics that can use TPR but generally not as many as for lower-level students Obviously we cannot teach everything using TPR so we need to combine many different methods to avoid boredom and confusion For example, in the lesson, the verb
“herd” (to move together as a group, or to cause animals or people to move together in a group) is very difficult to describe in action because the comcept is quite abstract and there is no specific action for that verb
TPR is mentioned a lot in teaching young learners, however, with the secondary-school learners and higher-level learners; theoretically, TPR can absolutely be used with higheer-level learners However, teenagers are often shy, so teachers must either be bolder and more energetic to motivate students to follow, or they will fail the lesson Personally, sometimes I succeed and sometimes I fail When I reflected my lesson, I realized that I was successful because there were people in the class who responded, and most of them were students with a lot of energy, or students with vibrant, active personalities And I failed in the opposite case: no one responded, or the students were tired from work or the class was quiet or they had a conservative personality
In theory, this is the advantage of TPR as you do not have to prepare many teaching aids However, I personally think TPR is quite time-consuming to meaning of words, then practice many times to master it and not be clumsy when expressing Besides, the teacher has to prepare slides or some worksheets, handouts related to the lesson If the words were simple like sit down, stand up, walking, it wouldn't be too difficult, but not every lesson or class teaches such simple words
With TPR, you "can exaggerate if necessary", this will cause difficulties for some teachers who are introverted or not used to using many facial expressions Some teachers who have traditional teaching methods will find TPR difficult to follow
Because the classroom atmosphere is exciting, some students (especially young learners) can be a bit excited This will challenge the teacher's classroom management skills The class will easily turn in to a chaos without order Some students can take advantages of the class situations and focus on their personal business On the teacher's side, the teacher can also become overly excited and speak louder, affecting the voice if the teacher does not know about breathing techniques
TPR activities may encroach on other goals I think there are many reasons for this, such as students being unfamiliar with the method, drilling many times, or having so much fun that they run out of time again, which challenges the teacher's ability to manage time and organize activities
Teachers need to learn about the content and principles of the reflective method (TPR) before conducting experimental teaching
Regarding the selection of teaching content, the sequence of steps as well as the difficulty of the content should be considered, the content ranges from easy to difficult, appropriate to the student's level.The teachers should plan the activities that are suitable for the class size and students’ ability;
The teachers should make the lesson plan that fits the class time;
The teachers should have a better overview of all the students and encourage all of them to participate in the class activities;
The teachers should give instructions more clearly and shorter so that the students will have a better understanding of the upcoming activities
The students should be participated in the process of learning and teaching the class;
The students should finish all the homework and worksheets that are given by the teachers to practice after every lesson;
The researchers should prepare the plan well with all the detailed steps,
The researchers should cooperate more with the participants and the subjects of the research;
The researchers should conduct the research on more participants to have better results;
The researchers should complete the research in a short peridod of time
TPR should be applied to other skills such as speaking, reading, etc
Teaching and learning should be combined between the TPR and other
TPR should be applied to teaching and learning other skills to help students remember vocabulary better, creating a fun and comfortable atmosphere when learning
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Class: 8 Teacher: Bui Thuy Linh (Name has been changed)
Unit: 1 Lesson: 1- Getting started – I’m keen on
Learn vocabulary about leisure activities and use them in the contexts
No Timing Activity Details Material
- Students and teacher come up with different leisure activities for teenagers together
- Teacher uses the question : “What do you do in your free time?”
- Teacher asks students to name the activites and write on board to check spelling
Teaching 1 - Teacher shows flashcards of leisure
No Timing Activity Details Material
- Teacher asks students to describe pictures and say the words (Check pronunciation if necessary)
- Ask students to write words down in their notebook, add Vietnamese meaning if necessary
- Teacher asks students to come up and writing all the words on the board one by one
- Each member from each group comes up and stand in front of the board holding a ruler in hand
- Teacher says the word and the player finds the correct word, tap with
No Timing Activity Details Material
- The student who taps faster wins that round
- Keep playing until teacher finds the winner
- Teacher asks some questions about the pictures in the textbook to get students’ interest
- Teacher plays the listening tape and asks students to circle the words they hear
- Teacher can play the recording more than once
- What can you see in each picture?
- What may the hobby be?
Activity 2 Task 2 Read the conversation again and complete the sentences
- Teacher asks students to read the dialogue carefully and find the information to complete the sentences
- Teacher asks them how to do this kind of exercise
No Timing Activity Details Material the key words in the sentences, predicting the word speech, locating the key words in the text, and then reading that part and choosing the words to fill in the blank)
- Teacher tells them to underline answers in the dialgue
- Teacher asks students to give and explain the answers
Write the activities from the box under the correct pictures
- Teacher asks students to name the activities shown in the pictures
- Teacher has students work individually to write the words and phrases in the box under the pictures in their books
- Teacher invites some students to go to the board and write their answers
No Timing Activity Details Material correct answers as class
- Teacher has students practice saying the word and phrases again
6 5 mins Consolidation - Ask each student to name a hobby they have just learnt
Class: 8A1 Teacher: Bui Thuy Linh (Name has been changed)
Unit: 2 Lesson: 1 Getting started – Last summer holiday Duration: 45 minutes Date: 12/09/2023
Learn vocabulary about Life in the countryside and use them in the contexts
No Length Activity Details Material
1 5 mins Warm-up Hangman Game with the word COUNTRYSIDE to reveal the topic of the lesson
Teaching 1 - Teacher shows students a picture of countryside and asks students to name activities on a farm
- Teacher shows picture slides of farm activities and ask students to guess the word before providing the vocabularies
- Teacher ask students to repeat the words and check the pronunciation
- Students write down all the words into the notebook pigs
- Divide class in to 2 teams
- Teacher whispers the phrase to the first student and then they whisper into the person in front of them
- The last student has to come up to the board, write the word they have heared and say it out loud
- Teacher plays the listening tape and asks students to circle the words learnt in the
- Teacher can play the recording more than once
Activity 2 Task 2: Read the conversation again and choose the correct answer to each question
- Teacher asks students to read the dialogue
- Ask them how to do this kind of exercise Explain the strategies, if necessary (e.g reading the questions and the options (A, B, C), underlining the key words in the questions and options, locating the key words in the text, and then reading that part and answering the questions)
- Tell them to underline parts of the dialogue that help them to answer
- Ask students the answers and ask them to explain why
6 Task 3: Complete the sentences with the words and phrases from the box
- Teacher tells students to read the conversation again, work independently to do the task
- Teacher asks 2 students to write their answers on the board
(1 - 6) that people living in the countryside often do with the pictures (a - f)
- Teacher has students work individually to match the words and phrases in the box with the pictures
- Teacher has students listen to the tape, check their answers, and repeat the words / phrases
- Teacher checks the answers as a class and gives feedback
7 5 mins Consolidation - Ask each student to name a farm activity they have just learnt
APPENDIX 3 : UNIT 1 : PRE-TEST Choose the correct answer A,B,C or D
1 My grandparents love……… very much There are alot of beauitiful flowers and fresh vegatables in their garden
A doing garden B doing gardening C do gardening D to do garden
2 Favorite leisure activity is……… I can make many things myself, such as paper flowers and bracelets
A doing DIY B making paper planes C doing puzzles D cooking
3 ……… is a popular way for teens to spend their free time Many of them can talk to each other on the Internet every day
A messaging friends B snowboarding C knitting D doing puzzles
4 My brother is fond of ……… with his friends On Sundays, he usually plays football, go swimming or plays badminton with them
A talking B playing sports C surfing the Internet D doing puzzles
5 Tom spends one hour on the Internet every day He is keen on………
A riding a horse B surfing the Internet C Building doll houses D doing DIY
6 Lucy loves……… for about 30 minutes a day She thinks it is good for the brain
A cooking B riding a horse C doing puzzles D knitting
7 Why don’t we………… our friends with some DIY projects? – Yes, why not?
8 Look at this sweater! My grandma made it for me last Christmas She loves……… in her free time
A knitting B building doll houses C riding a horse D snowboarding
9 We are not allowed to……… the horses in the farm
10 My dad……… a dollhouse for my sisters when they were five
APPENDIX 4 : UNIT 1 : POST-TEST Choose the correct answer A,B,C or D
APPENDIX 6 : UNIT 2: POST TEST 1 Choose the correct answer A,B,C or D
I Complete the sentences in the email with the correct form of the verb in brackets
Well, I’m here in Ha Noi, now I see quite a lot of my cousin Hoa because we
David, a computer whiz, lends a helping hand, while John's passion lies in basketball and skateboarding Despite his cool demeanor, John's brother Toby favors football The author engages in gymnastics, while Hoa prefers indoor sports, such as karate, to avoid the chill.
II Choose the correct answer to complete the sentences
1 Mai enjoys to music, especially pop music in her free time
2 My grandparents love very much There are a lot of beautiful flowers and fresh vegetables in their garden
C do gardening D to do garden
3 You should avoid too much TV It’s not good for your eyes
4 Nga likes with her close friend on Saturday evenings
A window shop B window to shop
5 Lan used to love _ front of the computer for hours but now she doesn’t
She takes part in a judo club
6 Minh is very hard-working boy He doesn’t mind a lot of homework in the evenings
7 Do you fancy _ around the West Lake with me this Sunday morning
8 I don’t like _ up early in the winter days I love in bed late
9 Mai’s dad likes _ spring rolls when her family her parties
10 Why don’t we our parents with some DIY project? T think it is useful
1 Do you remember words better with the TPR method?
2 Do you feel streesed when learning vocabularies with the TPR method?
3 Do you think the TPR method can help you master in vocabulary?
4 Do you want to have more TPR activities in English class?