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

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.