Survey of the Application of Total Physical Response (TPR) Method: Implications for Teaching and Learning of English Language

Abstract

Total Physical Response (TPR) is a language teaching method that integrates physical movement with verbal input to enhance language acquisition. Based on these premises, this study surveyed the application of the Total Physical Response (TPR) method: implications for teaching and learning of English language in primary schools in the Federal Capital Territory (FCT), Abuja, Nigeria. The study adopted a descriptive survey design. A stratified random sampling techniques was used to select 300 English language teachers from public and private primary schools in FCT Abuja. Data were collected using a researcher-developed questionnaire structured on a 4-point Likert scale and validated by experts. Reliability was established through a pilot test, yielding a coefficient of 0.78. The data analysis employed frequency counts, means and standard deviations. Findings revealed that TPR is being applied to a moderate-to-high extent particularly in encouraging pupils to respond physically to instructions. Teachers perceived TPR as highly effective in improving pupils’ ability to follow instructions, enhancing listening skills, accelerating vocabulary acquisition, and boosting speaking confidence. Attitudes towards TPR were generally positive, with many teachers enjoying its use and recommending it to colleagues. However, challenges such as large class sizes, lack of training, limited teaching materials, pupils’ low English proficiency and time constraints hindered optimal implementation. Thus, the study concludes that TPR is a valuable pedagogical tool for English language instruction in primary schools, but its potential has not been fully maximised. It recommends institutional adoption, teacher training, class size management, provision of resources and adequate lesson time to enhance effective TPR integration.