The natural approach combined with the total physical response method to enhance English listening ability of primary students
Keywords:
Learning based on the naturalistic approach, gestural response, English language teaching, English listening comprehension, primary school studentsAbstract
Most primary school students lack confidence and have limited comprehension in English listening during classroom learning. This motivated the researcher to conduct this study. This research was aimed to: 1) compare the English listening ability of grade 3 primary students before and after implementing the Natural Approach combined with the Total Physical Response, and 2) compare the English listening ability between students who received the Natural Approach combined with the Total Physical Response Learning Management and those who received traditional language learning Management. This quasi-experimental research involved 68 grade 3 students from schools under Chaiyaphum Primary Educational Service Area Office 2, divided into an experimental group (34 students) and a control group (34 students). Data were analyzed using t-test statistics.
The research findings revealed that:
- students who received the Natural Approach combined with Total Physical Response Learning Management demonstrated significantly higher post-test scores ( = 16.38, SD = 4.00) compared to pre-test scores ( = 10.65, SD = 4.08), at the .05 level of statistical significance (t = 13.11, p < .05), and 2) students who received the Natural Approach combined with Total Physical Response Learning Management exhibited significantly higher post-instruction English listening ability scores ( = 16.38, SD = 4.00) than students who received the traditional language learning Management ( = 11.06, SD = 4.08), at the .05 level of statistical significance (t = 5.43, p < .05).
Therefore, the Natural Approach learning management, combined with the Total Physical Response, can effectively enhance the English listening ability of Grade 3 primary students.
References
กุลิสรา จิตรชญาวณิช และเทศราพรรณ พันธุ์ศรีเกตุคงเจริญ. (2566). วิธีการจัดการเรียนรู้ในศตวรรษที่
สำนักพิมพ์จุฬาลงกรณ์มหาวิทยาลัย. มินตรา ธงภักดี และชวนพิศ รักษาพวก. (2566). การพัฒนาทักษะการฟังและการพูดภาษาอังกฤษของ
นักเรียนชั้นประถมศึกษาปีที่ 3 โดยการจัดการเรียนรู้แบบตอบสนองด้วยท่าทาง (TPR) ร่วมกับ
แบบฝึกทักษะ. วารสารมหาจุฬาคชสาร, 14(1), 130–145. ศศิภา อุดมพรเทพสกุล, ชลาธิป สมาหิโต และปิยะนันท์ หิรัณย์ชโลทร. (2562). การจัดประสบการณ์
ภาษาที่สองโดยเทคนิคการตอบสนองด้วยท่าทางในเด็กปฐมวัย. วารสารศึกษาศาสตร์ มสธ., 12(1),
–39. สำนักงานคณะกรรมการการศึกษาขั้นพื้นฐาน. (2564). สพฐ. ชี้แจงแนวทางยกระดับสมรรถนะครูด้าน
ภาษาและเทคโนโลยีดิจิทัล. สืบค้นจาก
https://www.facebook.com/obec.pr/posts/1303736949996784 สถาบันทดสอบทางการศึกษาแห่งชาติ (องค์การมหาชน). (2568). สถิติ O-NET ย้อนหลัง. สืบค้นจาก
https://www.niets.or.th/th/content/view/11821
Al-Obaydi, L. H., & Pikhart, M. (2024). Revisiting total physical response: Evaluating its
impact on vocabulary acquisition and retention in EFL classrooms. Forum for
Linguistic Studies, 6(5), 822–832. https://doi.org/10.30564/fls.v6i5.7028 Asher, J. J. (1977). Children learning another language: A developmental hypothesis.
Child Development, 48(3), 1040–1048. https://doi.org/10.2307/1128357 Asher, J. J. (2000). Learning another language through actions: The complete teacher's
guidebook (6th ed.). Sky Oaks Productions. Best, J. W., & Kahn, J. V. (2003). Research in education (9th ed.). Allyn & Bacon. British Council. (2024). A new way to learn English that helps Thai children become
good at English. Retrieved from https://www.britishcouncil.or.th/english/
children/secondary/tips/englishforthaistudents Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159.
https://doi.org/10.1037/0033-2909.112.1.155 Crawford, A. N. (2003). Communicative approaches to second language acquisition: The
bridge to second language literacy. In G. García (Ed.), English learners: Reaching the
highest level of English literacy (pp. 152–181). International Reading Association. Education First. (2024). EF English proficiency index: A ranking of 116 countries and
regions by English skills. Retrieved from https://www.ef.com/epi/ Gudykunst, W. B., & Kim, Y. Y. (2003). Communicating with strangers: An approach to
intercultural communication. Prentice-Hall. Herwanis, D. (2022). The combination of inquiry, learning community, and total physical
response: A study on developing English language skill for elementary school
students. Jurnal Inspirasi Pendidikan, 10(2), 199–212.
https://doi.org/10.24252/ip.v10i2.17914 Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon
Press. Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the
classroom. Alemany Press.
Küçükakın, P. M., & Dönmez, Ö. (2024). Unveiling the potential of natural approach in
language teaching: Field testing. ERIC. https://eric.ed.gov/?id=ED662832 Liu, Y. (2024). The overview of the natural approach. Scientific Journal of Technology,
(5), 46–53. https://doi.org/10.54691/09wcsq42 Lozinskiy, N. (2020). Multilingualism in the United Nations. United Nations. Retrieved
from https://digitallibrary.un.org/record/3893946?v=pdf Morales, J. C., Siharak, S., Boonsri, S., & Kwanboonjan, S. (2024). Learning management of
task-based learning approach together with total physical response to enhance the
speaking skills of primary 6 students. In 2024 9th International STEM Education
Conference (iSTEM-Ed) (pp. 1–5). IEEE. https://doi.org/10.1109/iSTEM-
Ed62750.2024.10663103 Nuraeni, C. (2019). Using total physical response (TPR) method on young learners English
language teaching. Metathesis: Journal of English Language, Literature, and
Teaching, 3(1), 26–34. https://doi.org/10.31002/metathesis.v3i1.1223 Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching
(3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781009024532 Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening:
Metacognition in action. Routledge.
