Use of the Total Physical response method in teaching English as a Foreign Language: A systematic review

Abstract

This systematic review examined the use of Total Physical Response (TPR) in teaching English as a Foreign Language (EFL), with particular emphasis on the Ecuadorian context and its relationship to international pedagogical trends. The study sought to identify evidence regarding the effectiveness of TPR across diverse educational settings. Following PRISMA guidelines, twenty studies were analyzed, including ten Ecuadorian publications (2022–2026) and ten international studies from Latin America, Europe, Asia, and Africa. Data were organized through analytical matrices and interpreted using a hermeneutic approach. The findings revealed consistent positive effects of TPR on vocabulary acquisition, listening comprehension, learner motivation, classroom participation, and anxiety reduction. Although the strongest evidence was found in preschool and primary education, several studies also reported benefits for adolescents and adult learners, particularly during the initial stages of language acquisition. In Ecuador, TPR appears especially valuable due to its practical, low-cost, and engaging nature, which makes it suitable for classrooms with diverse needs and limited resources. However, the review also indicates that TPR should be complemented with other methodologies at more advanced proficiency levels. Overall, the evidence supports TPR as a flexible and pedagogically relevant strategy in contemporary EFL instruction.