The impacts of the Total physical response on teaching vocabulary for the third graders at Ngai Giao Primary school: Master's thesis report

Abstract

This thesis examines the impact of the TPR (Total physical response) method on vocabulary learning among third - grade students at Ngai Giao Primary school. Using both qualitative and quantitative methods, the study combined a quasi experimental design with surveys and teacher interviews. Sixty students were divided into experimental and control groups. Pre - test and post - test results showed that the experimental group improved significantly in vocabulary retention, with students scoring higher after TPR instruction (reducing those below 5 points from 33 students to 21 students and increasing those scoring 9-10 points from 3 students to 09 students). In the experimental group, the mean difference post - test scores were significantly higher than the pre - test scores (-0.39,1.07), Std. error difference from (0.32, 0.43). Survey results indicated increased student e encouragement and confidence, with 65% participating actively in TPR activities and 77% reporting they felt happier and understood lessons better. However, challenges remained, such as lower gains in writing skills and varied enthusiasm among students, particularly some boys. Teacher feedback highlighted both the benefits of TPR in boosting participation and memory retention, and challenges related to classroom management and time constraints. The study concludes that TPR is an effective method for improving vocabulary acquisition and learner engagement when integrated thoughtfully with other strategies and supported by appropriate training and resources.