000 00000nam#a2200000ui#4500
001 29924
008 150926s00vm|#################vie#d
082 ## $a420 $bNG-H
100 0# $aNguyễn, Thị Thu Hiền
245 ## $aUtilizing Total Physical Response (TPR) to Enhance English Vocabulary Acquisition in a Private Kindergarten in HaNoi $b $cNguyễn Thị Thu Hiền; PhD. Ngô Phương Anh $h $n $p
246 ## $aSử dụng Phản ứng Vận động Toàn thân (TPR) để Nâng cao Việc Tiếp thu Từ vựng Tiếng Anh tại Một Trường Mầm non Tư thục ở Hà Nội
260 ## $aH. $bTrường Đại học Mở Hà Nội $c2025
300 ## $a59 p. $b $cA4 $e
520 ## $aThis study investigates the effectiveness of the Total Physical Response (TPR) method in enhancing English vocabulary acquisition among four-year-old learners at a private kindergarten in Hanoi, Vietnam. In many Vietnamese preschool contexts, English vocabulary is still commonly taught through rote memorization and teacher-centered instruction, which may not be developmentally appropriate for young learners and often results in limited retention and low engagement. Therefore, this study aims to examine how the integration of physical movement with verbal language input can support vocabulary learning and increase learner engagement in early childhood English classrooms. The research was conducted using a classroom-based action research design following the model of Kemmis and McTaggart (1988), which includes the stages of planning, acting, observing, and reflecting. The study involved fifteen four-year-old preschool learners and was implemented over a five-week instructional period.
653 ## $aTotal Physical Response
653 ## $aEnhance English Vocabulary Acquisition
653 ## $aPrivate Kindergarten
653 ## $aHaNoi
690 ## $aTiếng Anh
691 ## $aNgôn ngữ Anh