The effects of Embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance

Research has shown that language learning with the form of human body could promote learner performance on the basis of theory of embodied cognition. Total physical response (TPR) has long been used to enhance vocabulary learning. However, TPR has its limitation that teachers are unable to attend to all individual students when the class size is beyond manageable. Thus, to enhance English vocabulary learning, this study proposes an integration of motion-sensing technology and theory of embodied cognition into the total physical response (TPR) approach, called Embodiment-based TPR approach. To test the effectiveness of the proposed approach, a total of 50 fifth-grade elementary students participated in this study. Experimental group adopted Embodiment-based TRP learning approach, while control group took conventional TPR learning approach. Cognitive performance and acceptance feedback for the proposed approach were collected in the experiment. Results showed that both the post-test and the delay test concerning English vocabulary learning performance between the two groups had no significant difference. However, the result of learning retention showed a significant regression for the control group while the experimental group’s learning retention retained, which implies the Embodiment-based TPR approach could bring better learning retention than the conventional TPR approach. In addition, experimental group showed a highly positive level of acceptance toward the proposed learning approach.