sin antes agradecer al Ing. Jerry González quien está administrando el sitio. Rectoría, Universidad Magister. – 2019.

1. UNIVERSIDAD MAGISTER
FACULTAD DE EDUCACIÓN
CARRERA DE LICENCIATURA EN LA ENSEÑANZA DEL INGLÉS
“ANALYSIS OF THE TOTAL PHYSICAL RESPONSE APPROACH FOR A BETTER ENGLISH
LANGUAGE ACQUISITION AS A FOREIGN LANGUAGE IN 5TH GRADERS FROM
ESCUELA SAN ANTONIO DEL TEJAR, ALAJUELA, 2019”
RONNY GUTIÉRREZ MOYA
MAYO, 2019

2. Education of English as a second language in Costa Rica has
been a discussion topic of the educational authorities; in the
classrooms, teachers need to use all kind of different skills,
techniques, approaches as the Total Physical Response
approach, because students are all different too, so the teacher
as a professional element of the system must be ready to react
and be able to construct the knowledge in a student.
INTRODUCTION

3. PROBLEM STATEMENT
How to improve the acquisition of English as a Foreign
Language (EFL) in the 5th graders at Escuela San
Antonio del Tejar de Alajuela,2019?

4. GENERAL OBJECTIVE
To analyze the acquisition process of English as a
Foreign Language (EFL) in 5th graders for the
development of strategies on the implementation of
the Total Physical Response Approach (TPRA) with the
students at Escuela San Antonio del Tejar de Alajuela,
2019.

5. SPECIFIC OBJECTIVES
To describe the principles and characteristics of the
Total Physical Response Approach (TPRA) for its
application at Escuela San Antonio del Tejar de
Alajuela.
To contrast conventional teaching class
methodology with a new one based on the Total
Physical Response Approach (TPRA) for the
improvement of the acquisition of a foreign
language.

6. SPECIFIC OBJECTIVES
To identify strategies related to the Total
Physical Response Approach (TPRA) for the
improvement of the acquisition of English as a
Foreign Language (EFL) at Escuela San Antonio
del Tejar de Alajuela.

7. INSTITUTIONAL FRAMEWORK
Escuela San Antonio del Tejar de Alajuela is located on the
circuit 04 and it belongs to the province of Alajuela, the principal
of the institution is MSc. Rosella Herrera Corella. This institution
which was founded in 1984 has an elementary site next to the
church and park of San Antonio del Tejar and across the street it
has a kindergarten section for this kind of population.

8. CONCEPTUAL FRAMEWORK
TOTAL PHYSICAL RESPONSE APPROACH (TPRA)
The Total Physical Response approach most known as TPRA
is an approach which was developed in 1966 by the doctor
James J. Asher professor of psychology of San Jose State
University. It involves the active participation of students
and teacher where students have to react physically to
orders or commands given in the target language.

9. English as a Foreign Language (EFL)
English as a Foreign Language, or EFL, refers to learning
and using English as an additional language in a non-
English speaking country.

10. METHODOLOGICAL FRAMEWORK
Type of Research
This investigation was developed from a Mixed perspective
(descriptive and exploratory), due to it is based on different
observations, interviews, questionnaire and real-life
experiences that professors face every day when dealing
with students that present educational needs at the Escuela
San Antonio del Tejar

11. SUBJECTS OF INFORMATION
Fifth Graders
English Department

12. SOURCE OF INFORMATION
Primary Sources
 Students, professors and educational authorities
 An Interview with professors.
 Study program.
 A questionnaire applied to the students related to the approach
matter for the data analysis.
 A passive observation.
Secondary Sources
 Books
 Articles and documents
 Laws

13. POPULATION AND SAMPLE
Due to the small population of students in this level,
the researcher has decided to carry out a Census to
obtain as much information as possible for the
corresponding analysis of the data and elaboration of a
proposal. Also, including an interview to the English
teachers in this school.

14. TECHNICAL INSTRUMENTS TO COLLECT
DATA
Observation Students
Interview Teachers
Questionnaire Students

15. VARIABLES
Principles and characteristics of the Total Physical
Response Approach.
Conventional teaching methods versus TPRA
Strategies related to TPRA for the acquisition of EFL

16. ANALYSIS OF THE OBSERVATION
The students seemed to identify the gesture the teacher
did, but having trouble with the comprehension of the
word, so that the application stage was almost null on
the first day.
On Second day, still some of the students had some
difficulty with the application of the commands of the
action verbs almost all of the students reached and
accomplished the stage of comprehension perfectly.

17. On Third day, ;the majority of the students on this third
observation were able to reach the third stage of the
TPRA which is the application even though some of them
still have some struggle reaching the goal asset before
The reception of the students at the beginning was really
confusing even though almost all of them were
motivated about the use of the body trying to imitate the
teacher.
The teacher used the different variations of the TPRA
during the days of observation.
ANALYSIS OF THE OBSERVATION

18. ANALYSIS OF THE INTERVIEW
The use of kinesthetically activities or strategies are
always needed in a classroom because students always
tend to be sitting in all the different lessons.
 Traditional method for teaching English is almost useless
anymore.
Motivation is one of the most important aspects to be
accomplished during the teaching learning process.

19. Changing the traditional way of teaching a foreign
language must be updated for the new generations.
Overcrowded classrooms, the absence of materials,
the time, and mostly the evaluation which is mainly
focused on the grade and not on the learning; needs
to be changed by the educational authorities.
ANALYSIS OF THE INTERVIEW

20. KINESTHETIC ACTIVITIES IN THE ENGLISH CLASS
30 %
70 %
0 %
Yes No No Answer
0 %
ANALYSIS OF THE QUESTIONNAIRES

21. ENGLISH CLASS TAUGHT IN THE TARGET LANGUAGE
40 %
60 %
No No AnswerNo AnswerNo Answer
0%
Yes

22. DIFFICULTY IN COMPREHENSION IN A TOTAL ENGLISH
CLASS
No AnswerNoYes
0%
10%
90 %

23. No AnswerNoYes
15 %
5 %
80 %
BETTER LEARNING BY KINESTHETICAL ACTIVITIES

24. PREFERENCE IN AN ENGLISH CLASS ONLY
WRITTEN ON THE BOARD
No AnswerNoYes
0 %
80 %
20 %

25. FOCUSED TRANSLATION CLASSES ARE BORING AND
TIRING
No Answer
5 %
No
20 %
Yes
75 %

26. BETTER VOCABULARY LEARNING THROUGH TPRA
5 %
No AnswerNo AnswerNoYes No Answer
10 %
85 %
No Answer

27. USE OF PICTURES OR OBJECTS FOR TEACHING
COMMANDS
No AnswerNo Answer
0 %
Yes No
5 %
95 %

28. BODY MOVEMENT AND GESTURES FOR TEACHING
STORYTELLING
No Answer
0 %
No
0 %
Yes
100 %

29. DIFFICULTY LEARNING A NEW LANGUAGE
No AnswerNoYes
0 %
20 %
80 %

30. LEARNING AT SCHOOL ENOUGH FOR MASTERING
A NEW LANGUAGE
No No AnswerNo AnswerYes
0 %
65 %
35 %
65 %

31. CONCLUSIONS
It is important to mention that some of the students
reported that their professor should include this
approach in some moments of the classes.
Motivation is one of the most important
characteristics of the TPRA, and students felt more
motivated and with a better attitude through it.

32. CONCLUSIONS
The traditional way to develop a TPR class was not shown
at the beginning, but after the implementation there was
an increase of performance and motivation.
It is important to create workshops to improve the quality
of the teachers and so the education and acquisition of
the foreign language in students.

33. GENERAL CONCLUSION
The importance of knowing what the interests of the students
are; could be a tool in favor of the labor of the professor. This
information is mandatory for planning a class, this information is
required to contextualize the topics.
There is not enough information in simple words for professors,
or applicable activities and strategies about the TPRA

34. COST OF THE RESEARCH
DESCRIPTION
COST PER
UNIT
QUANTITY
TOTAL COST
(COLONS)
TOTAL COST
(DOLLARS)
Professional
Hours
13. 602 90 1.224.180 2.023.4
University
quarters
410.000 2 820.000 1.355.4
Set of Copies 1000 40 40.000 66.11
Liters of gas 530 75.47 40.000 66.11
Total 2.252.808 3723.00
Source: Gutiérrez Ronny (2016)
Exchange Rate: February 5th, 2019. Sell ₵ 605 / Purchase ₵ 615
Professional hour according to COLYPRO ₵18.789 (28/1/19)

35. RECOMMENDATIONS
The institution could provide better opportunities for
the professors to get better training regarding TPRA
as a new paradigm.
A continuous supervision from the academic
department should be carried out to guarantee the
benefits of the students as well the proper
application in the class.

36. RECOMMENDATIONS
 It is important to provide the time for students to rest every
forty minutes, this is the way to let their brains to relax and be
prepared for learning.
 Professors should be a step ahead of students, and take
advance of the different approaches and get updated as
much as possible.
 The academic department should include the TPRA as a
requirement for the English lessons at the institution.

37. GENERAL RECOMMENDATIONS
It is suggested that the professors create a system to monitor the
performance and improvements of the students through the
application of TPRA through the entire scholar year.
This system may help the professors to support and give a needed
feedback to his/ her students analyzing their weaknesses.
All of the topics should be contextualized to the level of English of the
students, interests, and previous knowledge.

38. PROPOSAL OF A SET OF STRATEGIES BASED ON
TOTAL PHYSICAL RESPONSE APPROACH FOR
TEACHERS FOR DEVELOPING IN EFL CLASSROOMS
FOR 5TH GRADERS

39. GENERAL OBJECTIVE
To propose strategies based on the Total Physical
Response Approach for teachers to develop in EFL
classrooms to improve the English language acquisition
as a foreign language in 5th graders.

40. SPECIFIC OBJECTIVES
To gather dynamic and interactive activities in a web
log based on the Total Physical Response Approach
principles for teachers for applying them with the 5th
graders during the English lesson.
To suggest a Total Physical Response Approach
training to professors for the improvement of the EFL
acquisition in the ESL lessons.

41. SCOPE
To help 5th graders English professors at the Escuela San Antonio del
Tejar working with TPRA as a tool or consulting helpful activities; with
this proposal, professors may be able to save time going around the
internet looking for new activities to take to the class. As a result of
this, students will be positively affected receiving the positive aspects
of the application of new strategies like the ones given by TPRA.

42. DEVELOPMENT OF THE PROPOSAL “STRATEGIES
IN A WEB LOG TO APPLY THE TOTAL PHYSICAL
RESPONSE APPROACH IN THE ACQUISTION OF
ENGLISH AS A FOREING LANGUAGE IN 5TH
GRADERS”

43. The proposal contains several strategies which can be applied
in class by the teachers. Even though the proposal is focused
on 5th graders students it can be contextualized for other
students in different levels.
The main goal is to provide a basic guide for professors to
have a small data base in a web blog to find easier the
activities relied on the total physical response approach
variations; this added to a training for the English teachers
to know or reinforce about the approach as a tool in the
classroom and master the use of it in the English class.
DEVELOPMENT OF THE PROPOSAL

44. PHASE 1: CREATION OF "WEB BLOG ABOUT THE
TOTAL PHYSICAL RESPONSE APPROACH IN
CLASSROOMS FOR THE IMPROVEMENT OF ENGLISH
LANGUAGE ACQUISITION OF 5TH GRADERS AT
ESCUELA SAN ANTONIO DEL TEJAR, 2019"

45. This web log was created with the purpose of
improve the development of EFL classes; this web
log will be developed through the free online web
site https://www.wix.com
PHASE 1

46. This web log will provide to the English teachers
different web materials, advice and training to
develop their EFL lessons through the TPRA
PHASE 1

51. PHASE 2: IMPLEMENTATION OF THE WEB BLOG TO EFL
TEACHERS AND PRINCIPAL AT ESCUELA SAN ANTONIO DEL
TEJAR.
The teachers and the principal at the school will be provided
with the new web blog about the total physical response
approach on the link https://rkano26.wixsite .com/ tprplanet.
This blog will provide to the educational authorities of the
institution the opportunity to have an insight and educational
tools about the importance of the use of TPRA in the class,
then teachers will have different activities related to the several
variations of the TPRA.

52. PHASE 3: WORKSHOP FOR TEACHERS
The instruction of teachers about the web blog of TPRA was be
developed at the school after school hours in a classroom
provided by the principal, the process of the workshop was
integrated by a presentation of very easy-to-follow steps to
teachers with basic internet access in order to approach the
web blog.

53. PHASE 4: CLASSROOM ACTIVITIES AND ONLINE WEB BLOG
On this part of the process the web blog is used inside the
classroom for the improvement of the English lessons.
The web site makes an emphasis in the need of teachers of
new activities and methods of teaching inside the syllabus of
the MEP which is needed to be adjusted to the real needs of
the students contextualizing what is really needed in the
classrooms.

54. COST OF THE PROPOSAL
ITEM QUANTITY
UNIT COST
(COLONES)
TOTAL COST
(COLONES)
TOTAL
(DOLLARS)
Photocopies 100 15 1.500 2.64
Professional hours 10 136.000 136.000 210.46
Transportation 12 16.000 100.000 180.10
Food and 3 4.500 13.500 22.49
Total 125 251.000 414.87
Source: Gutierrez, Ronny (2019)
Note: Exchange rate established at 605,20 colones per dollar by BCCR on February 20th, 2018.
Professional hour Colypro rated at 13600 colones on October 20th, 2018.

55. SWOT ANALYSIS OF THE PROPOSAL
STRENGTHS
 Develop significance in the different EFL topics according to
the syllabus of the MEP 5th graders through the use of
activities based on the TPRA.
 Implement new teaching methods in the school by using a
tool as a web blog contextualized with the contents asked by
the MEP helping in the acquisition of English as a foreign
language.
 Better acquisition of new vocabulary.
 Improvement of the motivation in the students towards the
learning of the target language.

56. WEAKNESSES
 The lack of lessons per week.
 Weak or not constant internet service at the school.
 Difficult access to technological resources.
 Difficult economic conditions to assist to class.
 Interruptions of co-workers from the administrative
department.

57. OPPORTUNITIES
 Improvement of the target language acquisition of the
students by using the web blog.
 Concern of the input language.
 More Active EFL classes
 More activities which represent a refreshment to the
conventional teaching method.

58. THREATS
 The lack of EFL lessons.
 Students without motivation towards learning English.
 Challenge it may represent to students facing something
 Teachers may not want to work with new techniques and
activities

59. IMPACTS OF THE PROPOSAL
To improve English acquisition at the school through
a new strategy.
To increase of the motivation of students and a
better quality of learning the language by using the
activities found in the web blog.
To facilitate the curriculum of the teacher based on
planning of EFL lessons

60. COMMUNITY IMPACT
By the continuous use of the web blog by the EFL
teachers, the students will be positively affected; then,
through the time more students will be exposed to
these activities in the web blog, following the way it is
preceded; the community will be impacted and
exposed to generate more active people in the use of
the English language on their real-life environments

61. OTHER STUDIES DERIVED
Some future researches derived from this investigation
could be:
TPRA strategies for teaching impaired or disabled
population.
Teaching strategies or approaches connected with for the
improvement of teaching methods in the EFL classrooms.
Effects of the implementation of the Total Physical
Response Approach in different levels of the education
process.

62. Thank you very much.