Addressing Individual Learner Needs While Applying the Total Physical Response (TPR) Method in Vocabulary Revision

Abstract

This study investigates how the Total Physical Response (TPR) method can be adapted to address individual learner needs during vocabulary revision in mixed-ability classrooms. TPR, developed by James Asher, integrates physical movement with language learning to enhance comprehension, reduce anxiety, and improve memory retention. A quantitative approach was used, collecting data from 60 participants, including university students and English language teachers in Kazakhstan, through a structured online questionnaire. The results indicate that TPR effectively promotes vocabulary retention, learner engagement, and motivation across varying proficiency levels. Teachers demonstrated slightly higher confidence in adapting TPR for mixed-ability classrooms compared to students, reflecting practical classroom experience. Challenges such as classroom space constraints and lesson preparation were noted, yet overall perceptions were positive. The findings suggest that TPR is an inclusive, adaptable, and low-stress method that can support differentiated vocabulary instruction. Recommendations include integrating TPR training into teacher education programs and providing adequate resources for effective implementation.