作為一個發展中的國家，越南長期以來一直將英語納入各級兒童教育。在以英語為外國語言 （EFL）的教學理論中，肢體反應教學法（TPR）被認為是對年幼輕學習者最有助益的方法。肢體反應教學法藉由遊戲學習語言。它運用了多種多樣化的課堂活動，不斷重複進行，例如講故事、唱歌和玩遊戲。本研究透過質性個案研究法，檢視TPR如何應用於越南南部安江省十個四年級學生的EFL班級。由於在越南，教育長期以來一直採用傳統方法進行教學設計，因此學生的學習能力和教學質量都需要進行更新。觀察、問捲和訪談被用來收集資料來詮釋研究結果。總體而言，這項研究的結果顯示，TPR為這些四年級學生帶來了更加主動積極的學習氛圍。所有資料顯示，藉由同時學習和玩玩遊戲的方式，TPR提高了學生對英語的喜愛以及與老師的互動。然而，與傳統講述教學法相比，在課堂上運用TPR會遇到一些挑戰。此外，教師必須接受更專業的培訓，以優化TPR的效益。
As a developing country, Vietnam has long included English at all levels of children’s education. Among the theories of teaching English as a Foreign Language (EFL), Total Physical Responses (TPR) has been considered the most beneficial method for young learners. In implementing TPR, playing with language is learning the language. It proposes diverse classroom activities repeated in paces, such as storytelling, singing, and playing games. In this paper, a qualitative case study is implemented to examine how TPR is applied to an EFL class with ten fourth graders in An Giang province located in Southern Vietnam. Since in Vietnam, education has long been framed in the traditional method, both students’ acquisitive ability and teaching quality need to be updated. Observations, questionnaires, and interviews are employed to gather data for finding interpretation. In general, this study’s outcomes reveal that TPR brought up a more positive learning atmosphere for these fourth graders. Observations, questionnaires, interviews results present that students’ enjoyment of English and their interaction with the teacher were advanced by learning and playing with English at the same time. Nevertheless, applying TPR in the classroom encounters several challenges compared with the traditional lecture. Additionally, teachers must experience more professional training to optimize TPR benefits.
