Boosting English Vocabulary with Physical Activity
The Power of Movement in English Language Learning
Abstract
This paper develops my Final Degree Project (FDP) as a Primary Education student. It focuses on the use of movement and physical activity as a reinforcement to improve English language learning, driven by a desire to explore successful tools for teaching English as a Foreign Language (EFL) to students. It incorporates insights from the Total Physical Response (TPR) theoretical framework, observed during my school placement. This document presents a theoretical framework, develops improvement propositions, and expresses final reflections.
Objectives
The primary objective of this FDP is to synthesize the main advantages of using physical activity as a reinforcement to enhance English language learning, particularly vocabulary acquisition. This will be achieved through bibliographical research based on academic articles. Additionally, the following objectives will be met:
- To foster the importance of promoting physical activity in schools.
- To determine if movement and Total Physical Response (TPR) resources can be integrated into an action-oriented approach.
Theoretical Framework
This section explores key concepts underpinning the research, including:
- The importance of promoting physical activity in schools.
- Analysis of the Total Physical Response (TPR) methodology (James J. Asher).
- Main advantages of body movement in engaging students to learn English.
- Motivation and variation in learning sequences.
- Improvement of vocabulary acquisition through movement and physical activity.
Methodology
The methodology employed for this Final Degree Project is primarily based on bibliographical research. Various academic articles were reviewed to gain deeper insights into the main topic. Selected articles were sourced from online databases and the University of Alicante library. As this is not a survey or an empirical research project, there were no participants involved. Beyond the core topic of using physical activity and movement to enhance English learning, other subtopics outlined in the theoretical framework were also briefly analyzed.
Limitations and Future Research
A primary limitation of this bibliographical research was the inability to implement it practically. Had the necessary knowledge and time been available, an empirical investigation would have been conducted. This would have allowed for the practical application of theoretical knowledge with participants. Furthermore, it would have provided firsthand observation of the results when applying body movement to improve English language learning.
Another limitation was the inability to develop and implement a didactic proposal with students. This would have opened avenues for various investigations. For instance, comparing two groups—one using body movement for vocabulary instruction and one not—to observe differing outcomes. Research could also explore various age groups, as results would likely vary significantly depending on children’s ages.
Regarding future research proposals, the investigation could have explored the accessibility of body movement implementation for language learning, especially for students with functional diversity. Despite these limitations, the existing bibliography strongly suggests that the role of movement is key in vocabulary acquisition and fostering motivation among primary students.