Total Physical Response strategies to improve oral production of eight-year students at Carlos Martinez Acosta High School in Mira during 2021-2022

Abstract

The following research work deals with Total Physical Response strategies as a teaching-learning tool to improve the oral production of eighth-year students of the Carlos Martinez Acosta High School during the 2022-2023 academic year. The purpose of this study was to help improve students¿ speaking and oral production skills through the integration of Total Physical Response strategies. This research used a mixed approach to data collection that integrated qualitative and quantitative techniques and instruments. The questionnaire surveys (quantitative) were aimed at students corresponding to the eighth-year level, while the semi-structured interview (qualitative)to the teacher of the same level. It should be noted that the research was also carried out in a bibliographical manner since the information was sought in several articles, journals, and books to support the effectiveness of Total Physical Response strategies in improving oral production. As for the most relevant findings, it was found that in addition to the affective factor that influences the proper performance learning oral production. Therefore, the teacher believes that the development of a methodological guide with activities based on TPR strategies according to the reality, the pace of learning, and the interest of students could be successful. Considering the above, a manual was designed with strategies and activities related to the TPR where students can learn vocabulary and grammar. Finally, it was concluded that the incorporation of the Total Physical Response strategies can help reduce affective factors and improve the performance of students in speaking and oral production skills