The Effects of Total Physical Response Learning for Grade 8 in English Vocabulary Recognition

Abstract

The purposes of this research were: 1. to investigate students’ English vocabulary recognition before and after learning through the Total Physical Response (TPR) technique, and 2. to examine students’ satisfaction with English vocabulary learning through the TPR technique. The sample consisted of 38 Grade 8 students at Phutthaisong School during the second semester of the 2025 academic year, selected using cluster random sampling. The research instruments included five English vocabulary lesson plans based on the TPR technique, totaling five instructional hours; a 20-item pretest and posttest on vocabulary recognition; a student satisfaction questionnaire; and an open-ended questionnaire. This study employed a quasi-experimental design using the one-group pretest–posttest design. Data were analyzed using mean, standard deviation, dependent-samples t-test, and content analysis.

The findings revealed that: 1. students’ posttest scores on English vocabulary recognition were significantly higher than their pretest scores at the .01 level; and 2. students’ overall satisfaction with English vocabulary learning through the TPR technique was at the highest level ( = 4.52, SD = 0.69). The qualitative findings from the open-ended questionnaire were consistent with these results, indicating that the TPR technique made learning enjoyable and promoted positive attitudes toward English vocabulary learning.