Impact of Total Physical Response Method (TPR) on Vocabulary Learning in the Palestinian School Context

Abstract

This study aimed to examine the impact of Total Physical Response (TPR) method on English vocabulary learning. Using a quasi-experimental research design, a sample of 66 school children at the 5^th grade were assigned to a control group(n=33) and an experimental group (n=33). The teaching material included 15 words selected from Units 16 and 17 in English for Palestine for 5^th graders.  At the end of the intervention, both groups sat for a post-test to ascertain statistically significant differences between the mean scores of both groups that attribute to the TPR method which was used in teaching the experimental group. The results revealed no statistically significant differences at α =0.05 in the scores of the experimental group which could result from TPR method indicating that the TPR had no positive impact on learners’ vocabulary learning. Based on this, the study provided some important implications for EFL teachers and supervisors to hold specialized training workshops on different teaching methods including TPR method to meet students’ learning styles across their levels of study.