EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Porta Linguarum Pub Date : 2023-10-24 DOI:10.30827/portalin.vivii.29169

Eeva-Maria Hooli, José Luis Ortega-Martín, Pedro Jesús Ruiz-Montero

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引用次数: 0

Abstract

Total physical response (TPR) aims to develop listening comprehension and verbal communication skills of beginner level of students through physical actions. This paper is a systematic review of the literature on EFL teaching by TPR methodology on higher education students in the area of English teaching, Physical Education, and Physical Activity and Sport. After an exhaustive search, 5 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative, while the variety of samples and duration of interventions was broad. The instruments employed were mainly reflexive diaries with open questions and descriptive survey, as well questionnaires and surveys, and the programs were developed specifically for Spain and Asian countries. In conclusion, the present systematic review highlights that TPR and physical activities can have a positive effect on higher education students EFL learning.

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运用全面身体反应和身体活动对高教学生进行英语教学的系统回顾

全肢体反应(Total physical response, TPR)旨在通过肢体动作培养初级水平学生的听力理解能力和语言表达能力。本文从英语教学、体育教学、体育活动和体育运动三个方面系统地回顾了运用TPR方法对高等院校学生进行英语教学的相关文献。经过详尽的搜索，根据频率和地理分布、项目样本和持续时间、研究方法、使用的数据收集工具和调查的主要结果，对5份同行评议的出版物进行分类。结果表明，使用的研究方法往往是定性的，而各种各样的样本和干预的持续时间是广泛的。所采用的工具主要是带有开放性问题和描述性调查的反思性日记，以及问卷和调查，该程序是专门为西班牙和亚洲国家开发的。综上所述，本研究强调体育锻炼和体育活动对高等教育学生的英语学习有积极的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Porta Linguarum Social Sciences-Education

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： PORTA LINGUARUM is an international and interuniversity journal that specialises in foreign language didactics. Its aims to publish empirical studies, critical revisions, and theoretical models that relate to the many factors that influence the FL teaching and learning: - The social and school context: the family’s social and cultural influence as well as the student’s mother language and its influence on the L2 learning process, etc. - The students: their personal characteristics (age, gender, personality traits, etc.) as well as their attitudes, motivation, cognitive styles, etc. - The FL teacher: the teacher’s mental representations, attitudes, motivation, individual characteristics, teaching methods, etc. - Learning conditions and the learning process, variables that influence the teaching and learning processes in the classroom: efficiency of teaching strategies, teaching methods and techniques, second language acquisition processes, students and teachers interaction, effect of teaching resources and materials, etc. - Learning outcomes: evaluation of procedures as well as the evaluation of the students’ communicative competence at different academic levels, etc.