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Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English

Received: 30 December 2022     Accepted: 9 February 2023     Published: 27 February 2023
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Abstract

This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.

Published in American Journal of Education and Information Technology (Volume 7, Issue 1)
DOI 10.11648/j.ajeit.20230701.14
Page(s) 22-29
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Self-Regulation, Motivation, Metacognition, Total Physical Response, Active Learning, Second Language Teaching

References
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[8] Hernández, R., Fernández, C., & Baptista, M. (2003). Metodología de la Investigación. México: McGraw-Hil.
[9] Hurtado, R. (2013). Regulación metacognitiva y composición escrita: su relación con la calidad de educación en la educación básica primaria. Uni-pluri/versidad, vol. 13, No. 2 (pp. 35-43). Recuperado de https://bit.ly/3jLQq1C language acquisition. http://sdkrashen.com/Principles_and_Practice/index.html Consulta: sept. 2012.
[10] Martínez (2016). Recursos para el aula infantil en la lengua inglesa: método TPR y drama activities. Universidad internacional de la Rioja, Barcelona España.
[11] Miller, M. (2011). “How well do junior high TPRS German students do on the AATG level 2 exam? Answer: Not bad!” The International Journal of Foreign Language Teaching. Recuperado de http://www.tprstories.com/images/ijflt/IJFLTNovember2011.pdf>
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[13] Muñoz. A, Ocaña M, (2017). Uso de estrategias metacognitivas para la comprensión textual. (29), 223-244. Recuperado de http://www.scielo.org.co/pdf/clin/n29/0121-053X-clin-29-00223.pdf
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Cite This Article
  • APA Style

    Doris Molina Gomez, Yesenia Orozco Lambraño, Eliberto Piñerez Castro. (2023). Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. American Journal of Education and Information Technology, 7(1), 22-29. https://doi.org/10.11648/j.ajeit.20230701.14

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    ACS Style

    Doris Molina Gomez; Yesenia Orozco Lambraño; Eliberto Piñerez Castro. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am. J. Educ. Inf. Technol. 2023, 7(1), 22-29. doi: 10.11648/j.ajeit.20230701.14

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    AMA Style

    Doris Molina Gomez, Yesenia Orozco Lambraño, Eliberto Piñerez Castro. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am J Educ Inf Technol. 2023;7(1):22-29. doi: 10.11648/j.ajeit.20230701.14

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  • @article{10.11648/j.ajeit.20230701.14,
      author = {Doris Molina Gomez and Yesenia Orozco Lambraño and Eliberto Piñerez Castro},
      title = {Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English},
      journal = {American Journal of Education and Information Technology},
      volume = {7},
      number = {1},
      pages = {22-29},
      doi = {10.11648/j.ajeit.20230701.14},
      url = {https://doi.org/10.11648/j.ajeit.20230701.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230701.14},
      abstract = {This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.},
     year = {2023}
    }
    

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    T1  - Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English
    AU  - Doris Molina Gomez
    AU  - Yesenia Orozco Lambraño
    AU  - Eliberto Piñerez Castro
    Y1  - 2023/02/27
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    N1  - https://doi.org/10.11648/j.ajeit.20230701.14
    DO  - 10.11648/j.ajeit.20230701.14
    T2  - American Journal of Education and Information Technology
    JF  - American Journal of Education and Information Technology
    JO  - American Journal of Education and Information Technology
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    UR  - https://doi.org/10.11648/j.ajeit.20230701.14
    AB  - This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.
    VL  - 7
    IS  - 1
    ER  - 

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Author Information
  • Language School, Pedagogical and Technological University of Colombia (UPTC), Boyacá, Colombia

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