Using the total physical response TPR approach to improve speaking skills in first-year elementary school students

Abstract

This research analyzed the use of the Total Physical Response (TPR) approach supported by songs as a strategy to improve speaking skills in first-grade students in a context of large classes and limited resources. The main objective was to interpret first-grade teachers’ perceptions and professional judgments about the feasibility, advantages, and challenges of implementing a song-based TPR routine to develop English speaking. Using a qualitative approach, within a phenomenological design, semi-structured interviews were conducted with five teachers to explore their experiences, adaptations, and evaluations of this methodology in their daily practice. The findings indicate that the combination of movement, rhythm, and music increases oral participation, improves pronunciation, and supports vocabulary retention, while reducing anxiety, strengthening students’ self-confidence especially in shy learners and creating a more cooperative and motivating classroom environment. Furthermore, the results show that, through creative adjustments in time, space, and materials, the TPR routine with songs is both viable and effective in the Ecuadorian context, offering a low-cost, high-impact pedagogical alternative that contributes to the English curriculum goals in basic education. Finally, the study highlights the need to systematically integrate active methodologies such as TPR with songs into lesson planning and official curricular guidelines to promote a more dynamic, inclusive, and meaningful English language teaching process.