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Cited by 23Second Language Acquisition and LearningEFL/ESL Teaching and LearningLanguage Acquisition and Education

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The Effect of Total Physical Response Method on Vocabulary Learning/Teaching: A Mixed Research Synthesis

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Celik, Tugba Inciman, Cay, Tolga, Kanadli, Sedat·2021·English Language Teaching
DOI 10.5539/elt.v14n12p154
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Abstract

This aim of this study is to determine the effect of the TPR method on students' vocabulary learning and the factors affecting the effectiveness of this method by combining the findings obtained from both qualitative and quantitative studies. For this purpose, a primary study with 13 quantitative and 7 qualitative findings was included in this study using mixed research synthesis. The data obtained from the studies with quantitative findings were combined with the meta-analysis method and the studies with qualitative findings were separately combined with the thematic synthesis method. Then, using the analytical themes obtained from the thematic synthesis, the variance among the studies included in the meta-analysis was attempted to be explained. As a result of the meta-analysis, it was determined that instruction based on the TPR Model had a “strong” effect size (ES=1.131, 95% CI: -0.705 to 3.729) on academic achievement. As a result of the thematic synthesis, four descriptive themes were formed: "Learning-teaching process in TPR method", "Learning outcomes in TPR method", "motivation" and "Implementation suggestions/requirements". It has been determined that teaching based on the TPR method has significant contributions to the learning process (increasing active participation, learning by having fun, cooperative learning, etc.) and learning outcomes (word learning, correct use, creativity, etc.), motivation in learning, and some requirements (according to teacher and feature) have been determined. According to the descriptive themes obtained from the thematic synthesis, 10 analytical themes were developed. It was observed that all analytical themes were made in the experimental studies, and two of the 10 analytical themes explained the variance among the studies included in the meta-analysis significantly (p<.05).

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Metadata

Authors
Celik, T. I., Cay, T., & Kanadli, S.
Affiliations
Mersin Üniversitesi (TR)
Venue
English Language Teaching
Publisher
Canadian Center of Science and Education
Published
2021-11-26
Volume
14
Issue
12
Pages
154
ISSN
  • 1916-4742 (ISSN-L)
  • 1916-4750
DOI
10.5539/elt.v14n12p154
OpenAlex
W3215869377
Cited by
23
References
2
Citations by year
2026: 6 · 2025: 4 · 2024: 6 · 2023: 4 · 2022: 3
FWCI
4.76
Type
journal article
Language
en
Open access
Licence
Locations
  • English Language Teaching (publishedVersion, cc-by)
  • RePEc: Research Papers in Economics (submittedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Language Acquisition and Education
Keywords
Total Physical Response, vocabulary acquisition, vocabulary teaching, second language acquisition, English as a foreign language, student motivation, cooperative learning, active participation, learning outcomes, method effectiveness

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