Total Physical Response (TPR) method with functional training in learning English among university students in Guayaquil.

Abstract

This study aims to evaluate the benefits of integrating the Total Physical Response (TPR) method with functional training in learning English among university students in Guayaquil. A quantitative approach was implemented with a pre-experimental design, involving 20 students who participated in sessions designed to combine physical activities with the teaching of English vocabulary. The methodology consisted of the application of a pretest and a posttest, both aimed at measuring vocabulary acquisition. The results indicated a notable improvement in student performance, evidenced by an average of 46.5 in the pretest compared to 69.0 in the posttest, reflecting a significant increase of 22.5 points. The statistical analysis, performed using the Wilcoxon signed rank test, yielded a value of p = 0.003, indicating a statisticallysignificant difference between both evaluation moments (α = 0.05). The conclusions of the study highlight that the TPR method, by incorporating physical movement into learning, not only optimizes vocabulary retention, but also enhances student motivation and engagement. This integrative pedagogical approach proves to be effective in facilitating the acquisition of English, presenting an attractive and dynamic method that can be replicated in various educational institutions. The findings highlight the need to implement innovative strategies in language teaching, promoting more effective and participatory learning.