Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English

Doris Molina Gomez; Yesenia Orozco Lambraño; Eliberto Piñerez Castro

doi:doi:10.11648/j.ajeit.20230701.14

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Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English

Doris Molina Gomez, Yesenia Orozco Lambraño, Eliberto Piñerez Castro

Published in American Journal of Education and Information Technology (Volume 7, Issue 1)

Received: 30 December 2022 Accepted: 9 February 2023 Published: 27 February 2023

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Abstract

This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.

Published in	American Journal of Education and Information Technology (Volume 7, Issue 1)
DOI	10.11648/j.ajeit.20230701.14
Page(s)	22-29
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Self-Regulation, Motivation, Metacognition, Total Physical Response, Active Learning, Second Language Teaching

References

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APA Style

Gomez, D. M., Lambraño, Y. O., Castro, E. P. (2023). Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. American Journal of Education and Information Technology, 7(1), 22-29. https://doi.org/10.11648/j.ajeit.20230701.14

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ACS Style

Gomez, D. M.; Lambraño, Y. O.; Castro, E. P. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am. J. Educ. Inf. Technol. 2023, 7(1), 22-29. doi: 10.11648/j.ajeit.20230701.14

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AMA Style

Gomez DM, Lambraño YO, Castro EP. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am J Educ Inf Technol. 2023;7(1):22-29. doi: 10.11648/j.ajeit.20230701.14

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@article{10.11648/j.ajeit.20230701.14,
  author = {Doris Molina Gomez and Yesenia Orozco Lambraño and Eliberto Piñerez Castro},
  title = {Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {1},
  pages = {22-29},
  doi = {10.11648/j.ajeit.20230701.14},
  url = {https://doi.org/10.11648/j.ajeit.20230701.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230701.14},
  abstract = {This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.},
 year = {2023}
}

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TY  - JOUR
T1  - Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English
AU  - Doris Molina Gomez
AU  - Yesenia Orozco Lambraño
AU  - Eliberto Piñerez Castro
Y1  - 2023/02/27
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DO  - 10.11648/j.ajeit.20230701.14
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
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PB  - Science Publishing Group
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AB  - This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.
VL  - 7
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Author Information

Doris Molina Gomez

Language School, Pedagogical and Technological University of Colombia (UPTC), Boyacá, Colombia; Language School, National Pedagogical University, (UPN), Bogotá, Colombia; Education Faculty, Minuto de Dios University Corporation (UNIMINUTO), Bogotá, Colombia

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Yesenia Orozco Lambraño

Education Faculty, Minuto de Dios University Corporation (UNIMINUTO), Bogotá, Colombia; Education Faculty, Atlántic University, Barranquilla, Colombia

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Eliberto Piñerez Castro

Education Faculty, Minuto de Dios University Corporation (UNIMINUTO), Bogotá, Colombia; Distance Education School, Industrial University of Santander (UIS), Bucaramanga, Colombia; Education Faculty, Industrial University of Santander (UIS), Bucaramanga, Colombia

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APA Style

Gomez, D. M., Lambraño, Y. O., Castro, E. P. (2023). Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. American Journal of Education and Information Technology, 7(1), 22-29. https://doi.org/10.11648/j.ajeit.20230701.14

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ACS Style

Gomez, D. M.; Lambraño, Y. O.; Castro, E. P. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am. J. Educ. Inf. Technol. 2023, 7(1), 22-29. doi: 10.11648/j.ajeit.20230701.14

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AMA Style

Gomez DM, Lambraño YO, Castro EP. Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English. Am J Educ Inf Technol. 2023;7(1):22-29. doi: 10.11648/j.ajeit.20230701.14

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@article{10.11648/j.ajeit.20230701.14,
  author = {Doris Molina Gomez and Yesenia Orozco Lambraño and Eliberto Piñerez Castro},
  title = {Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English},
  journal = {American Journal of Education and Information Technology},
  volume = {7},
  number = {1},
  pages = {22-29},
  doi = {10.11648/j.ajeit.20230701.14},
  url = {https://doi.org/10.11648/j.ajeit.20230701.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20230701.14},
  abstract = {This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - Total Physical Response (TPR) and the Development of Metacognition and Motivation in Learning English
AU  - Doris Molina Gomez
AU  - Yesenia Orozco Lambraño
AU  - Eliberto Piñerez Castro
Y1  - 2023/02/27
PY  - 2023
N1  - https://doi.org/10.11648/j.ajeit.20230701.14
DO  - 10.11648/j.ajeit.20230701.14
T2  - American Journal of Education and Information Technology
JF  - American Journal of Education and Information Technology
JO  - American Journal of Education and Information Technology
SP  - 22
EP  - 29
PB  - Science Publishing Group
SN  - 2994-712X
UR  - https://doi.org/10.11648/j.ajeit.20230701.14
AB  - This is a qualitative study with an exploratory scope since it wanted to examine a little-studied research topic on the teaching and learning of English. Its objective was to establish the relationship between the TPR (Total Physical Response) method and motivational and metacognitive development in seventh grade students in the English area from three basic education institutions in the rural and urban sectors in Colombia. With the particularity that all the students participating in the study stated that they had had unpleasant experiences with English in their academic environments. For this, an intentional non-probabilistic sample was used, since in these groups there was evidence of greater difficulty in using and learning the second language, greater fear when expressing themselves orally and interacting with others. A survey was applied to this population as an instrument, through which it was possible to know the effectiveness of the TPR method for meaningful learning of English. As analysis methodology, description and comparison were used. An Excel matrix was produced; structured, categorized and detailed with specific objectives, categories, subcategories and finds, which showed how to compare and analyze each data obtained and thus see the results clearly. In conclusion, it can be stated that the results showed that the method raised interest and motivation, pursuing a significant learning of English, in an autonomous and self-regulated way, and at the same time facilitating the active participation of the student.
VL  - 7
IS  - 1
ER  -

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