|
Article |
Uso del método de respuesta física total en la
enseñanza del inglés como lengua extranjera: una revisión sistemática
Yulixa Yamileth Vera Macias[*]
Ada Nelly Rodríguez Álvarez*
Abstract
This systematic review examined the use of Total Physical Response (TPR)
in teaching English as a Foreign Language (EFL), with particular emphasis on
the Ecuadorian context and its relationship to international pedagogical
trends. The study sought to identify evidence regarding the effectiveness of
TPR across diverse educational settings. Following PRISMA guidelines, twenty
studies were analyzed, including ten Ecuadorian publications (2022–2026) and
ten international studies from Latin America, Europe, Asia, and Africa. Data
were organized through analytical matrices and interpreted using a hermeneutic
approach. The findings revealed consistent positive effects of TPR on
vocabulary acquisition, listening comprehension, learner motivation, classroom
participation, and anxiety reduction. Although the strongest evidence was found
in preschool and primary education, several studies also reported benefits for
adolescents and adult learners, particularly during the initial stages of
language acquisition. In Ecuador, TPR appears especially valuable due to its
practical, low-cost, and engaging nature, which makes it suitable for
classrooms with diverse needs and limited resources. However, the review also
indicates that TPR should be complemented with other methodologies at more
advanced proficiency levels. Overall, the evidence supports TPR as a flexible
and pedagogically relevant strategy in contemporary EFL instruction.
Keywords: Total Physical Response, English as a Foreign Language, systematic
review, vocabulary acquisition, communicative competence, Ecuador.
Resumen
Esta revisión sistemática
examinó el uso del método Total Physical Response (TPR) en la enseñanza del
inglés como lengua extranjera (EFL), con especial énfasis en el contexto
ecuatoriano y su relación con tendencias pedagógicas internacionales. El estudio
buscó identificar evidencia sobre la efectividad del TPR en diversos entornos
educativos. Siguiendo las directrices PRISMA, se analizaron veinte estudios,
incluidos diez artículos ecuatorianos publicados entre 2022 y 2026 y diez
investigaciones internacionales procedentes de América Latina, Europa, Asia y
África. Los datos fueron organizados mediante matrices analíticas e
interpretados a través de un enfoque hermenéutico. Los hallazgos revelaron
efectos positivos consistentes del TPR en la adquisición de vocabulario, la
comprensión auditiva, la motivación de los estudiantes, la participación en
clase y la reducción de la ansiedad. Aunque la evidencia más sólida se encontró
en educación inicial y primaria, varios estudios también reportaron beneficios
en adolescentes y adultos, especialmente durante las etapas iniciales de
adquisición del idioma. En Ecuador, el TPR parece especialmente valioso debido
a su carácter práctico, económico y dinámico, lo que lo convierte en una opción
adecuada para aulas con necesidades diversas y recursos limitados. Sin embargo,
la revisión también indica que el TPR debe complementarse con otras
metodologías en niveles de mayor dominio lingüístico. En general, la evidencia
respalda al TPR como una estrategia flexible y pedagógicamente relevante en la
enseñanza contemporánea del inglés como lengua extranjera.
Palabras clave: Respuesta Física Total (TPR), inglés como lengua extranjera, revisión
sistemática, adquisición de vocabulario, competencia comunicativa, Ecuador
Introduction
In recent decades, the significance of English globally has encouraged
numerous countries to enhance foreign language instruction by reforming
curriculum and adopting creative teaching methods. In Ecuador, crucial
educational reforms integrated English as a Foreign Language (EFL) into the
national curriculum starting from the second grade of primary education through
to higher education, with the purpose of improving students’ communicative
competence and international opportunities (Villafuerte & Mosquera, 2020;
Zambrano Caballero et al., 2022). These reforms included the creation of a
national curriculum, the implementation of teaching standards, the requirement
for teachers to reach a B2 proficiency level, and the expansion of English
instruction across various educational stages (Soto et al., 2017; Intriago et
al., 2019).
Despite these advances, the teaching of English in Ecuador still faces
important challenges. Classrooms often have large numbers of students,
different levels of language proficiency, limited access to technology, and
minimal interaction with real English outside of academic settings. In this
context, the successful implementation of communicative approaches and
learner-centered methodologies often depends on teachers’ methodological
preparation and the availability of practical classroom strategies (Villafuerte
& Mosquera, 2020).
Among the methods used in EFL education, Total Physical Response (TPR),
developed by James Asher, has received considerable attention. TPR is based on
the coordination of language and physical movement, allowing learners to
respond to verbal input through actions before producing spoken language. This
sequence reflects natural language acquisition processes in which comprehension
precedes production (Rambe, 2019). Previous research have reported that TPR may
reduce anxiety, increase motivation, and improve vocabulary retention by
creating dynamic and low-stress learning environments (Castro et al., 2025;
Nieto-Herrera et al., 2026). In addition, Andrade Gallo and Jara Escobar (2026)
highlight that movement-based learning may be especially effective for young
learners because it aligns with developmental stages that require concrete and
interactive experiences.
International evidence has also supported the relevance of TPR in diverse
contexts. Investigations from Europe, Asia, and Africa have identified
favorable results in vocabulary acquisition, learner participation, and
listening comprehension, suggesting that movement-based instruction remains
valuable across different educational systems (Hooli et al., 2023; Larab &
Kerkadi, 2024; Sari & Syamsuyurnita, 2026). However, although TPR has been
widely discussed internationally, limited research has systematically
synthesized its effectiveness within the Ecuadorian EFL context or compared
local findings with international trends.
Consequently, this systematic review aims to investigate the application
of the Total Physical Response method in teaching English as a Foreign Language
and to identify evidence relating to its effectiveness across different
educational contexts. The review was guided by the following research
questions: (1) How has the TPR method been implemented within the Ecuadorian
EFL context, and how do these practices align with international pedagogical
trends? (2) What evidence exists regarding the effectiveness of TPR in
developing communicative skills in EFL learners?
Materials and methods
This research is guided by the PRISMA (Preferred Reporting Items for
Systematic Reviews and Meta-Analysis) framework, which represents a rigorous
methodological standard designed to enhance transparency, reproducibility, and
methodological integrity in evidence synthesis. The PRISMA model was selected
because it allows the selection of studies to be conducted through a systematic
and verifiable process, reducing inconsistencies and biases in reporting
systematic reviews (Page et al., 2021; Zambrano Caballero et al., 2025).
The study utilizes a dual-layered selection approach. First, an
analytical matrix was established, consisting of 10 high-impact Ecuadorian
articles published between 2022 and 2026. These articles were sourced from
indexed databases such as Scopus, Web of Science, and SciELO to evaluate the
effectiveness of the Total Physical Response (TPR) method within the national
context. Second, ten additional international studies from Latin America,
Europe, Asia, and Africa were selected to support the background section and
provide a global comparative perspective.
To ensure explicit documentation of the review process, a PRISMA flow
diagram was incorporated to guide the stages of identification, screening,
eligibility, and inclusion of the selected studies. The application of these
procedures contributed to minimizing selection bias and strengthening the
reliability of the conclusions derived from heterogeneous sources (Sánchez
Serrano et al., 2022).
In addition to this framework, the hermeneutic method was used to
interpret the evidence, with emphasis on the relationship between text,
context, and researcher understanding. Using the hermeneutic circle, the
analysis moved continuously between individual findings and the broader
pedagogical meaning of the studies reviewed (Espinoza Freire & Ley Leyva,
2020) . This process allowed the evidence to be interpreted not only
descriptively but also conceptually, in relation to language learning processes
and educational practice (de Franco & Faneite, 2024; Muñoz, 2021).
A structured search strategy was designed using Boolean operators and key
terms in both English and Spanish:
• English search string: “Total
Physical Response” AND “EFL” AND “Latin America” OR “Europe” OR “Asia” OR
“Africa” AND “listening” OR “vocabulary”.
• Spanish search string:
“respuesta física total” AND “enseñanza de inglés”.
The filters applied during the search process included the publication
period (2022–2026), peer-reviewed journal articles, and full-text availability.
Graphic 1. PRISMA 2021 Flow diagram
┌──────────────────────────────────────────────
Use
of TPR method in EFL Classrooms: A
Comparative Analysis of the Ecuadorian Context
Identification of
studies via databases and registers
Records excluded (not relevant): n = 66** • Not TPR-focused: 25 • Not EFL/English
Teaching: 15 • Published pre-2022: 17 • Duplicate content: 9 ↓ Full-text articles assessed: n = 10** Records screened: n = 76** (Titles/Abstracts) Scopus n = 48 (Ecuador
+ TPR) Records identified from: Database
searches: n = 94** Registers
identified from other sources: n = 0 ↓ Duplicates removed: n =
18 ↓ Records after duplicates
removed: n = 76** Identification Web of Science n =17 (Ecuador + TPR) SciELO n = 29 (Ecuador
+ TPR) Screening Studies included in
qualitative synthesis (systematic review): n = 10** Included Full-text assessed for eligibility: n = 10** · Full-text
articles excluded: n = 0 (All met inclusion criteria: Ecuador +
TPR + EFL + 2022–2026 + peer-reviewed) Eligibility BREAKDOWN BY CHARACTERISTICS: │ • Educational Level: 3 Preschool, 4 Primary, 1 Secondary, 2
University │ │ • Research Design: 5 Quasi-experimental, 3 Action Research,
2 Qualitative │ │ • Key Outcomes: 90% Anxiety ↓ | 23–34% Vocabulary ↑ | 85%
Motivation ↑ │ │• Databases: Scopus (4), SciELO (5), Web of Science (1)
Design: PRISMA,
2021
Results
The analysis included twenty studies selected through the review process:
ten Ecuadorian articles and ten international studies from Latin America,
Europe, Asia, and Africa. The selected studies covered preschool, primary,
secondary, and university contexts. Overall, the findings revealed a consistent
positive impact of the Total Physical Response (TPR) method on vocabulary
learning, listening comprehension, learner motivation, and classroom
participation.
Ecuadorian TPR Research:
Matrix 1. Analysis
of Ecuadorian Articles
|
Author(s) / Year |
Institution /
Context |
Key Findings
(Main Results) |
Critical
Pedagogical Interpretation |
|
Brito Arichábala (2022) |
CHIP – Ambato / Primary School |
Boosts speaking
skills effectively by providing a low-anxiety environment that encourages
spontaneous communication through a solid physical foundation. |
As Acosta
Cotrina (2023) states, TPR reduces the emotional barrier, allowing the voice
to emerge after processing the language through action. |
|
Pallo Ayala &
Rosero Herrera, (2023) |
UTC - Pujilí
(Rural Public Schools) |
TPR acted as an
equitable pedagogy in rural areas, boosting motivation in students with
limited access to resources. |
According to
Larab & Kerkadi, (2024), the body compensates for technical limitations
and empowers the teacher as a living, democratic, and pedagogically safe
linguistic model. |
|
Acurio Acurio & Rivadeneira Cepeda,
(2023) |
UTC – Pujili
(7th Grade Students) |
85% of students
perceived TPR as "fun and easy," emphasizing that stress-free
environments promote confidence. |
This strategy,
supported by Velázquez Garriga (2025), rebuilds self-efficacy by eliminating
verbal stress, ensuring a natural transition from comprehension to
expression. |
|
Poalacin &
Aysalla (2024) |
UTC – Latacunga
(8th Grade “Upper Basic”) |
Effectiveness in
vocabulary retention reached 85%, significantly higher than the 65% achieved
with traditional methods. |
In agreement
with Utami et al. (2025) physical action prevents cognitive fatigue in
children, successfully encoding vocabulary in procedural memory. |
|
Freire Carrillo (2024) |
UNACH –
Riobamba (University (A1
Level)) |
Achieved a
statistically significant improvement in listening (p-value: 0.000000302),
raising scores from 5.39 to 6.42. |
Following Sari
& Syamsuyurnita (2026) , embodied learning allows knowledge to flourish
through a motor and emotional engagement that is meaningful. |
|
Morocho &
Lojano (2024) |
UNAE – Azogues /
5th Grade (Public School) |
Effectively
addresses student disinterest caused by traditional routine methods,
improving communicative confidence. |
As Bayona Ángel
(2023) indicates, formalizing movement transforms the classroom into an
active ecosystem of memory, where physical participation is essential. |
|
Yuquilema Mullo (2024) |
UTA – 5th Grade
(Public School) |
Significant
vocabulary acquisition was observed, transforming the teacher into a
"director" and the student into a "performer". |
According to Acosta
Cotrina (2023), physical action serves as a universal transcultural bridge
that humanizes the educational process in diverse global contexts. |
|
Castro et al.
(2025) |
University of
Guayaquil – Early Childhood
/ Elementary |
TPR is highly
effective in initial learning stages, facilitating direct word-action
association while significantly lowering anxiety. |
The results,
validated by Hooli et al. (2023), confirm that movement guarantees lexical
retention by acting as an essential neuro-cognitive bridge. |
|
Nieto-Herrera et al. (2026) |
UPSE - Santa
Elena (Beginner
University Students) |
90.5% reported
enhanced memory and speaking comfort rose from 19.0% to 88.1%, significantly
reducing anxiety. |
In line with Hooli
et al. (2023), the use of the method in adults mitigates academic stress,
humanizing language acquisition at a higher level. |
|
Andrade Gallo,
& Jara Escoba (2026) |
UPSE - Santa
Elena (Elementary
/Public School) |
Resulted in a
significant increase in vocabulary retention and academic performance through
meaningful connections. |
Adapting
instruction to the child's energy level creates, according to Velázquez Garriga
(2025), a bridge to the abstract, transforming teaching into a solid
foundation. |
The Ecuadorian research consistently reported positive effects of TPR,
particularly in vocabulary learning, motivation, and listening comprehension.
Most studies were conducted in primary education settings, where movement-based
activities increased participation and reduced learner anxiety. These findings
suggest that TPR is especially valuable in contexts that require practical and
low-cost teaching strategies.
International TPR Research:
Similar results were identified in international contexts. Studies from
Asia, Europe, Africa, and Latin America reported improvements in vocabulary
retention, learner engagement, and confidence. This consistency strengthens the
relevance of TPR across different educational systems and supports the findings
identified in Ecuadorian classrooms.
Matrix 2. Analysis of International Articles
|
Author(s)
/ Year |
Institution
/ Context |
Key
Findings (Main Results) |
Critical
Pedagogical Interpretation |
|
Acosta Cotrina (2023). Peru. |
National
University of Cajamarca / Secondary School |
93% success in
listening and 60% in speaking through speech-action coordination. |
As Hooli et al.
(2023) , Grandez Huamán y Usquiza Torres (2023)argue, movement reduces
anxiety in adolescents, transforming the body into a functional cognitive
engine. |
|
Grandez
Huamán & Usquiza Torres, (2023)Peru. |
IESP Amazonas /
Secondary School |
Qualitative leap from "Beginning" to
"Outstanding" in listening and lexical mastery. |
In line with (Sari & Syamsuyurnita, 2026),
embodied learning allows knowledge to flourish through a motor and emotional
engagement that is meaningful. |
|
Bayona Ángel (2023). Colombia. |
UNAD / 5th Grade Primary |
Significant
improvement in attitude and vocabulary acquisition after the gaps caused by
the pandemic. |
This strategy,
supported by Velázquez Garriga (2025), rebuilds self-efficacy by eliminating
verbal stress, ensuring a natural transition from understanding to
expression. |
|
García
Sandoval & Guzmán-Sierra (2023) Colombia. |
Univ. Pedagógica
/ 2do Grado |
High effectiveness in acquiring basic vocabulary
through active imitation workshops. |
In agreement with Utami et al. (2025) physical
action avoids childhood cognitive fatigue, successfully encoding the lexicon
in long-term procedural memory. |
|
Hooli et al. (2023). Spain. |
University of Granada / University |
Improved
self-confidence and social cohesion in adults through physical activity. |
In line with Grandez
Huamán y Usquiza Torres (2023), the use of the method in adults mitigates
academic stress, humanizing language acquisition in higher education. |
|
Larab
& Kerkadi (2024). Algeria. |
Ibn Khaldoun University / 4th Grade |
Conscious use of motor strategies drastically
increased school motivation and recall. |
As Bayona Ángel (2023) indicates, formalizing
movement transforms the classroom into an active ecosystem of memory, where
physical participation is essential. |
|
Aldana Benítez (2025). Colombia. |
UNAD / Teachers and Children |
Strengthened
English commands in non-specialist teachers via immersive experiences. |
According to
Larab & Kerkadi (2024), the body compensates for technical limitations
and empowers the teacher as a living, democratic, and pedagogically safe
linguistic model. |
|
Velázquez
Garriga (2025). Spain. |
University of La Laguna / 4th Grade |
Effective inclusion of students with SEN
(Autism/Asperger's) and educational equity. |
Following Hooli et al. (2023) , the method
represents an act of justice; the body transcends cognitive barriers,
guaranteeing belonging and dignified learning. |
|
Utami et al. (2025). Indonesia. |
Indraprasta University / Initial |
27% increase in
understanding abstract concepts (numbers) in children aged 3-4. |
According to
Velázquez Garriga (2025), adapting instruction to the child's energy state
creates a bridge to the abstract, transforming teaching into a solid
foundation. |
|
Sari
& Syamsuyurnita (2026). Thailand. |
Muhammadiyah
University / Secondary School |
Increase in lexical proficiency from 36% to 88% in a
multicultural context (BIPA). |
According to Acosta Cotrina (2023), physical action
serves as a universal transcultural bridge that humanizes the educational
process in diverse global and multicultural contexts. |
The evidence presented in both matrices revealed a
consistent positive impact of the Total Physical Response (TPR) method in
English as a Foreign Language instruction. Across Ecuadorian and international
contexts, the most frequent benefits were related to vocabulary acquisition,
listening comprehension, learner motivation, and active classroom
participation. These findings were reported at different educational levels,
including preschool, primary, secondary, and higher education contexts.
At the same time, some studies highlighted
limitations related to advanced proficiency levels, overcrowded classrooms,
limited instructional time, and insufficient teacher training. Overall, the
reviewed literature suggests that TPR remains a flexible and valuable
methodology, particularly during the early stages of language learning and in
contexts that require practical, engaging, and low-cost teaching strategies.
The purpose of this systematic review was to examine
how the Total Physical Response (TPR) method has been implemented in the
Ecuadorian EFL context and how these practices relate to international
pedagogical trends, as well as to identify evidence of its effectiveness in
developing communicative skills. Based on the reviewed studies, the keywords
that emerged most frequently across both research questions were vocabulary,
listening, motivation, participation, confidence, movement, retention, and
adaptability. These recurring terms reflect the main pedagogical contributions
associated with the method.
In response to the first research question, the
findings suggest that the implementation of TPR in Ecuador follows patterns
similar to those reported internationally. In Ecuadorian classrooms, TPR has
mainly been applied in preschool and primary education through commands,
gestures, songs, role-play, and movement-based vocabulary activities. These
practices are consistent with studies from Asia, Europe, and Latin America,
where physical response has also been used to facilitate early language
learning and increase student engagement. This similarity indicates that
Ecuadorian teachers are adopting methodologies aligned with broader
international trends in learner-centered instruction.
Meanwhile, the Ecuadorian context gives TPR special
relevance. Many local classrooms operate with large groups, mixed proficiency
levels, and limited access to technological resources. Under these conditions,
TPR appears to be especially valuable because it does not depend on expensive
materials and can transform the body itself into a learning resource.
Therefore, beyond following international practices, the method may respond
directly to practical needs within the national educational system.
In relation to the second research question, the
reviewed evidence consistently supports the effectiveness of TPR in developing
communicative skills, particularly vocabulary acquisition and listening
comprehension. Students generally showed stronger retention of new words when
language was linked to movement, while listening skills improved through
repeated exposure to commands and oral input. Although speaking development was
less immediate, several studies suggested that oral production increased progressively
once learners had gained confidence and comprehension. This supports the
principle that receptive skills often precede productive skills in early
language learning.
Another relevant theme identified in the analysis
was the emotional impact of TPR. Terms such as confidence, motivation, and
participation were frequently mentioned in both Ecuadorian and international
studies. This suggests that the method contributes not only to language
development but also to a more positive classroom environment. When students
are given the opportunity to respond physically before speaking, fear of making
mistakes may decrease, creating safer conditions for participation. These findings
are especially relevant in EFL contexts, where anxiety often limits oral
interaction.
The results also show that TPR may not be equally
effective across all instructional stages. Its strongest benefits are more
evident among beginner and younger learners, while advanced students may
require additional approaches that support abstract language use, critical
thinking, reading, writing, and spontaneous communication. For this reason, TPR
seems most effective when combined with communicative, task-based, or
collaborative methodologies rather than applied on its own.
Taken together, the discussion indicates that TPR
continues to be a useful and flexible method in current EFL classrooms. In
Ecuador, it reflects international teaching trends while also responding to
local classroom realities. TPR supports not only vocabulary and listening
development, but also greater confidence, participation, and motivation among
learners. These results suggest that TPR remains valuable when used as part of
a balanced approach that responds to different teaching contexts.
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Aldana Benitez, N. G. (2025). Aplicación del método total physical response (TPR) con comandos en inglés para fortalecer las estrategias educativas de ocho docentes de la ciudad de Bogotá durante el primer semestre de 2025. https://repository.unad.edu.co/handle/10596/67961
Andrade Gallo, A. J., & Jara Escobar, C. A. (2026). La influencia del método total physical response en el aprendizaje del vocabulario inglés. Ciencia y Educación, 7(2), 6–15. https://doi.org/10.5281/zenodo.18501523
Bayona Ángel, S. V. (2023). Promoting English vocabulary learning through the total physical response (TPR) method in fifth-grade students at a public school in San Gil, Santander (Colombia) [Tesis de maestría, Universidad Nacional Abierta y a Distancia]. Repositorio Institucional UNAD. https://repository.unad.edu.co/handle/10596/56857
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Licenciada en Pedagogía
del Idioma Inglés
Universidad Laica Eloy
Alfaro de Manabí
https://orcid.org/0009-0002-3681-4578
PhD. en Ciencias de la
Educación
https://orcid.org/0000-0002-8878-1491
Universidad Nacional de
Educación-UNAE