Class system based on tpr methodology to improve fluency in oral english expression

Abstract

The aim of this research was to implement a classroom system based on the Total Physical Response (TPR) methodology to improve oral fluency in English in eighth grade students of General Basic Education. The initiative arose as a response to the difficulties observed in the classroom to communicate clearly, confidently and naturally in the foreign language, evidencing the need to apply a more active and student-centered didactic approach. The study was developed under a quantitative approach, with a pre-experimental design that included the application of a pretest and posttest to a single group. The population consisted of students in parallel ‘B’ of a public institution in the city of Machala, Ecuador. To assess progress, a speaking rubric was used which measured aspects such as speed speech, coherence, grammatical accuracy and adequacy of language to the context. The proposal consisted of dynamic classes with TPR activities, such as basic commands, role plays and communicative simulations, designed to generate an active and relevant learning environment. The results showed significant progress in the students’ ability to organize their ideas, use grammatical structures more accurately and adapt better to real communication situations. Although fluency in speed speech still presents challenges, an increase in participation, spontaneity and confidence in expressing oneself was evident. In conclusion, the use of TPR proved to be an effective and motivating strategy to enhance oral expression in school contexts.