Foundation phase teachers’ perspectives on the Total Physical Response (TPR) approach in facilitating second language acquisition: A qualitative study in Buffalo City District primary schools

Foundation phase teachers’ perspectives on the Total Physical Response (TPR) approach in facilitating second language acquisition: A qualitative study in Buffalo City District primary schools

Lungiswa Nqoma

Issue: Vol.7 No.1 2026 Article 3 pp. 27 – 41
DOI: https://doi.org/10.38159/ehass.2026713| Published online 18th February 2026
© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

254 Downloads

DOWNLOAD PDF

ABSTRACT

This study explored the influence of the Total Physical Response (TPR) approach on improving English vocabulary acquisition among young learners and examined whether learner engagement is enhanced through the coordination of language and physical movement. The aim was to evaluate TPR as a teaching method aligned with how children naturally acquire language, combining verbal commands with physical actions to support first additional language learning effectively. The Theory of Multiple Intelligences informs teaching practices and strategies that foster real-world language acquisition in early childhood. A qualitative approach was used, and three primary schools from the township and rural areas were purposively selected. Data was collected through observations and semi-structured interviews with six Grade Three teachers. Thematic analysis was used to interpret data. Findings revealed that learners exposed to TPR showed marked improvement in vocabulary acquisition and retention compared to traditional methods. Social and interpersonal skills improved, and language learning anxiety was reduced. Learners understood instructions given in their first additional language, which increased their engagement and motivation. The use of physical actions created a dynamic classroom environment conducive to active participation. The study concluded that TPR effectively supports early language acquisition by aligning with children’s natural learning tendencies and enhancing engagement through embodied cognition. It was recommended that teachers receive ongoing support and training to implement TPR strategies effectively. This research contributes to the body of knowledge by advancing learner-centered, innovative first additional language teaching practices that integrate movement and cognitive engagement, ultimately promoting better language outcomes and reducing anxiety in diverse educational contexts.

Keywords: Total Physical Response, Early Childhood, First additional Language, Multiple intelligence, Physical actions

BIBLIOGRAPHY

Al-Farisi, Nizar Ahmad, Ismil Mubarok, Fitrah Yuliawati, and Mohammad Jusak. “The Implementation of Total Physical Response Method with Pictures to Enhance Students’ Vocabulary and Creativity.” Journal of Studies in Academic, Humanities, Research, and Innovation 2, no. 1 (2025): 12–23.

American TESOL Institute. TESOL Learning Methods: Total Physical Response (TPR) and Storytelling Approaches. American TESOL Institute, 2024. https://americantesol.com/tesol-learning-methods.html.

Asher, J. J. Learning Another Language through Actions: The Complete Teacher’s Guidebook. 7th ed. Sky Oaks Productions, 2010.

Benkhaoua, A., N. Hattab, and A. Boughanem. “Teachers’ Perceptions of Total Physical Response in Language Teaching.” International Journal of Language Studies 13, no. 1 (2019): 1–18.

Bialystok, E. Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press, 2001.

Bland, Janice. “Teaching English to Young Learners: More Teacher Education and More Children’s Literature!.” Online Submission 7, no. 2 (2019): 79–103.

Bowers, A. “The Impact of Total Physical Response on Vocabulary Acquisition.” Journal of Language Teaching Research 8, no. 4 (2017): 523–38.

Bromley, Matt. “Using Story to Engage Learners’ Curiosity and Wonder.” In The Stories We Tell, 63–90. London: Routledge, 2024. https://doi.org/10.4324/9781003465492-10.

Córdova Freire, Héctor Renán. “The Multisensory Method for Teaching the English Language,” 2023.

Dong, Yang, Yi Tang, Bonnie Wing-Yin Chow, Weisha Wang, and Wei-Yang Dong. “Contribution of Vocabulary Knowledge to Reading Comprehension among Chinese Students: A Meta-Analysis.” Frontiers in Psychology 11 (2020): 525369.

Dweikat, Khaled, Nabaa Fayyoumi, Aysha Shehade, and Hadeel Jarrar. “Impact of Total Physical Response Method (TPR) on Vocabulary Learning in the Palestinian School Context.” Journal of English Studies in Arabia Felix 2, no. 1 (2023): 50–59.

Fesi, Liziwe, and Vusi Mncube. “Challenges of English as a First Additional Language: Fourth Grade Reading Teachers’ Perspectives.” South African Journal of Education 41, no. 3 (2021).

Furqon, Muhammad, Parlindungan Sinaga, Liliasari Liliasari, and Lala Septem Riza. “The Impact of Learning Management System (LMS) Usage on Students.” TEM Journal, May 29, 2023, 1082–89. https://doi.org/10.18421/TEM122-54.

Gardner, Howard E. Frames of Mind: The Theory of Multiple Intelligences. Basic books, 2011.

Gonzalez, M. “ Challenges in Implementing TPR in Diverse Classrooms.” Education Journal 45, no. 2 (2021): 112–24.

Islam, Md Asadul, and Faraj Mazyed Faraj Aldaihani. “Justification for Adopting Qualitative Research Method, Research Approaches, Sampling Strategy, Sample Size, Interview Method, Saturation, and Data Analysis.” Journal of International Business and Management 5, no. 1 (2022): 1–11.

Kacauni, Dorela. “Learning Styles of Young Learners in the Learning Process of a Foreign Language,” 2023.

Kantor, Jessica. “Discovering a Language of Stories in Immersive Storytelling: An Essential First Step.” In Handbook of Research on the Global Impacts and Roles of Immersive Media, 142–57. IGI Global Scientific Publishing, 2020.

Kaplan, Emily. “6 Essential Strategies for Teaching English Language Learners.” Edutopia, George Lucas Educational Foundation 12 (2019).

Karshiboyevna, J.Z., and I. Madina. “ Total Physical Response (TPR) Method For Teaching Foreign Languages.” Zamonaviy Ta’lim Tizimini Rivojlantirish Va Unga Qaratilgan Kreativ G’oyalar, Takliflar Va Yechimlar 7, no. 74 (2024): 83–86.

Larsen-Freeman, D., and M. Anderson. Techniques and Principles in Language Teaching. 3rd ed. Oxford University Press, 2011.

Lin, Ying. “Review of the Effects of Foreign Language Classroom Anxiety on Learners’ Development of a Second Language Acquisition.” Journal of Education, Humanities and Social Sciences 26 (2024): 979–85.

Liu, Pei-Lin, Chiu-Jung Chen, and Hsiao-Chen Chen. “Teaching Young EFL Learners New Vocabulary: A Comparison of the Efficiency of Traditional and Personalized TPR Strategies.” SAGE Open 14, no. 4 (2024): 21582440241288924.

Lopez, R. “ Enhancing Language Learning through TPR: A Case Study.” International Journal of Early Childhood Education 30, no. 1 (2022): 67–82.

Mariyam, Siti Nurfalah, and Tadkiroatun Musfiroh. “Total Physical Response (TPR) Method in Improving English Vocabulary Acquisition of 5-6 Years Old Children.” Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah 4, no. 2 (2019): 257–64.

Martins, C. “ Teaching EFL to Young Learners: Exploring the Effects of Motivation by Means of Playful and Interactive Approaches in Class,” 2024.

Miller, R. “Total Physical Response and Classroom Management Challenges in Large Classes.” In In Teaching English to Young Learners: Approaches and Practices, 45–62. Routledge, 2014.

Naimova, A. “Teaching English as a First Additional Language (EFAL) in Early Childhood Classrooms: Challenges and Opportunities.” Proceedings of the International Conference on Education and Language Learning (ICELL 2023). Tashkent State Pedagogical University, 2023.

Nuraeni, N. “The Role of Qualitative Research in Understanding Educational Practices.” Journal of Educational Research and Practice 9, no. 1 (2019): 25–38.

Nuraeningsih, Nuraeningsih, and Rusiana Rusiana. “Improving Students’ Vocabulary Mastery through TPR Storytelling.” IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 1 (November 6, 2016): 49. https://doi.org/10.21093/ijeltal.v1i1.3.

Pahri, P. “The Implementation of Total Physical Response (TPR) Method in Improving Arabic Speaking Skills.” Tanwir Arabiyyah: Arabic As Foreign Language Journal 1, no. 2 (December 10, 2021): 63–72. https://doi.org/10.31869/aflj.v1i2.2872.

Pallo Ayala, Emily Rebeca, and Nataly Mishelle Rosero Herrera. “Total Physical Response Method (Tpr) to Teach Vocabulary in 4th-Grade Students in Two Rural Public Schools,” 2023.

Plonsky, Luke. “Language Learning Strategy Instruction:” In Learning Strategy Instruction in the Language Classroom, 3–21. Channel View Publications, 2019. https://doi.org/10.2307/jj.22730667.9.

Poalacin Pilaguisin, Alicia Maribel, and David Fernando Aysalla Guanoluisa. “Total Physical Response (TPR) Method to Develop the English Listening Skill in EFL Students.” Pujilí: Universidad Técnica de Cotopaxi (UTC), 2024.

Rämä-Ory, P. “Language Acquisition in Early Years of Childhood: The Role of Family and Pre-Primary Education.” UNESCO, 2023. https://unesdoc.unesco.org/ark:/48223/pf0000387215.

Richards, J. C., and T. S. Rodgers. Approaches and Methods in Language Teaching . 2nd ed. Cambridge University Press, 2001.

Richards, Jack C., and Theodore S. Rodgers. Approaches and Methods in Language Teaching. Cambridge University Press, 2014.

Rokhayani, Atik. “Promoting Total Physical Response (TPR) for Young Learners In English Class.” In Indigenous Norms to the Coming Age of One Asia, 75–80. Badan Penerbit Universitas Muria Kudus, 2017. https://doi.org/10.24176/03.3201.09.

Rokhayati, A. “Promoting Total Physical Response (TPR) for Young Learners in English Class.” In The 2nd TEYLIN International Conference Proceedings, 75–80, 2017.

Sanako. “The Total Physical Response (TPR) Method in Bilingual Education: Learning through Movement.” Jump Immersion School Blog, 2024. https://jumpimmersion.com/total-physical-response-method-in-bilingual-education/.

Savic, Vera. “Total Physical Response (TPR) Activities in Teaching English to Young Learners.” Физичка Култура и Модерно Друштво, Пос. Изд, Књ 17 (2014): 447–54.

Shi, L. “The Use of Total Physical Response (TPR) in Teaching English Vocabulary to Young Learners.” Journal of Language Teaching and Research 9, no. 5 (2018): 1053–61.

Ummchahyaningrum, D. “Teaching English to Young Learners through Action Songs, Storytelling, and Command Games.” Proceedings of the 1st International Conference on Education Innovation (ICEI 2018). Universitas Negeri Surabaya, Indonesia. Atlantis Press., 2018.

Vargas-Vitoria, Rodrigo, César Faúndez-Casanova, Alberto Cruz-Flores, Jordan Hernandez-Martinez, Stefany Jarpa-Preisler, Natalia Villar-Cavieres, María Teresa González-Muzzio, Lorena Garrido-González, Jorge Flández-Valderrama, and Pablo Valdés-Badilla. “Effects of Combined Movement and Storytelling Intervention on Fundamental Motor Skills, Language Development and Physical Activity Level in Children Aged 3 to 6 Years: Study Protocol for a Randomized Controlled Trial.” Children 10, no. 9 (2023): 1530.

Verbal Planet. “TPR – Total Physical Response Language Learning Explained.” Verbal Planet Blog, 2023. https://www.verbalplanet.com/blog/tpr-total-physical-response-language-learning.asp.

Wahyu, Diana Melani, Anis Yona Tyas Wilupi, Deni Setiawan, and Diani Nurhajati. “Enhancing Social Awareness through Total Physical Response (TPR) in Teaching English at Elementary School.” English Education: Journal of English Teaching and Research 7, no. 1 (2022): 1–9.

Xie, Rong. “The Effectiveness of Total Physical Response (TPR) on Teaching English to Young Learners.” Journal of Language Teaching and Research 12, no. 2 (March 1, 2021): 293. https://doi.org/10.17507/jltr.1202.11.

Yang, Yuqi. “Application of Total Physical Response and Songs in the ESL Classroom for Young Learners.” Applied & Educational Psychology 5, no. 2 (2024): 147–50.

Yesbolatkyzy, K.A. “The Total Physical Response (TPR) Method In Language Teaching: Principles And Effectiveness.” In In the Fergana State University Conference, 2024.

Yuquilema Mullo, Diego. “The Effect of the Total Physical Response (TPR) Method on the English Vocabulary Acquisition,” 2024.

Zhang, Y., J. Liu, and H. Wang. “ A Meta-Analysis of Kinesthetic Learning Strategies in Language Education.” Language Learning Research 15, no. 2 (2023): 101–19.

ABOUT AUTHOR(S)

Miss Lungiswa Nqoma is a distinguished language specialist and PhD candidate with a rich academic background, holding an M.Ed in English, a B.Ed Honours in Curriculum Planning, a Further Diploma in Education, a Senior Primary Teachers Diploma, and Postgraduate Supervision training. She currently serves as a full-time contract lecturer in the Faculty of Education and School Development at Walter Sisulu University, Komani Campus, South Africa. With nearly three decades of experience in education, her career began at Lingelethu High School in 1997, where she taught English and isiXhosa and later became Head of Department for English. She went on to teach English and Natural Sciences at Parkside Primary School before joining the Cape Peninsula University of Technology (CPUT) in 2015 as a language lecturer in the Faculty of Informatics and Design. At CPUT, she advanced to the position of Faculty Language Coordinator, contributing to the Senate Language Committee and the Language Working Group, where she championed the decolonization of language instruction and promoted multilingualism through seminars, collaborative initiatives, and scholarly contributions. Her leadership across institutions reflects her deep commitment to inclusive and transformative education.

Since 2021, Miss Nqoma has played a pivotal role at Walter Sisulu University, coordinating curriculum transformation and managing Fundza Lushaka bursaries to ensure equitable access to education, regardless of language or financial barriers. Her research focuses on curriculum transformation, language policy, multilingualism, and decolonial approaches to teaching, with a strong emphasis on how language shapes conceptual understanding. Beyond academia, she is actively engaged in community-focused initiatives, including organizing linguistic seminars, fostering partnerships with external specialists, and driving dialogue on cultural diversity and language equity. Through her teaching, research, and community engagement, Miss Nqoma consistently demonstrates visionary leadership, creativity, and dedication to empowering learners and communities, positioning herself as both a scholar and an advocate for transformative education.

TO CITE ARTICLE

Nqoma, Lungiswa. “Foundation Phase Teachers’ Perspectives on the Total Physical Response (TPR) Approach in Facilitating Second Language Acquisition: A Qualitative Study in Buffalo City District Primary Schools.” E-Journal of Humanities, Arts and Social Sciences 7, no.1 (2026): 27 – 44. https://doi.org/10.38159/ehass.2026713