<![CDATA[This one-group pre-experimental study, supplemented by qualitative classroom observation, examined short-term changes in English vocabulary performance following a Total Physical Response (TPR)-centered instructional intervention in a rural Islamic elementary school. Fifteen fifth-grade students participated in six instructional sessions over approximately four weeks. Vocabulary performance was measured using pre-test and post-test scores, while classroom observation sheets were used to document observable engagement during the intervention. Post-test scores (M = 56.89, SD = 11.23) were significantly higher than pre-test scores (M = 41.78, SD = 13.91), t(14) = 3.745, p = .002, with a mean increase of 15.11 points (95% CI [6.46, 23.76]) and a paired-samples effect size of Cohen's dz = 0.97. Classroom observations indicated high levels of observable participation, responsiveness, and enthusiasm during the TPR-centered sessions. Because the study did not include a comparison group, the findings are interpreted as preliminary evidence of a short-term increase following the intervention rather than definitive evidence that TPR alone caused the improvement. The results suggest that TPR-centered instruction is a promising, low-cost, and feasible strategy for young EFL learners in resource-constrained rural settings.]]>
Copyrights © 2026
