Integrating Total Physical Response with Traditional Pedagogical Approaches in English Oral Skills Instruction among Grade 3 Learners in Kenya

Abstract

The integration of innovative pedagogical approaches with traditional teaching methods presents significant opportunities for enhancing English oral skills instruction in multilingual educational contexts. This study examined how Total Physical Response (TPR) can be systematically integrated with conventional teaching approaches to optimise learning outcomes. To examine how Total Physical Response is integrated with traditional teaching methods in English oral skills lessons to enhance communication and collaboration competency among Grade 3 learners in Kakamega County, Kenya. A mixed-methods quasi-experimental design was employed with 116 Grade 3 learners and 8 teachers from public primary schools. Experimental group teachers implemented systematic TPR integration over four weeks using three distinct models: Sandwich, Spiral, and Bookend approaches. Data collection included classroom observations, teacher interviews, and lesson time allocation analysis. TPR activities comprised 42.3% of total lesson time whilst maintaining traditional instruction at 57.7%. Three integration models emerged: The sandwich model (34% of lessons), the Spiral model (28%), and the Bookend model (38%). Integration effectiveness improved systematically from Week 1 to Week 4, with teacher confidence ratings increasing from 2.3 to 4.1. Transition times decreased from 2.8 minutes to 1.1 minutes, demonstrating improved efficiency. TPR can be successfully integrated with traditional teaching methods through systematic approaches that complement rather than replace established instructional practices. The integration models provide practical frameworks for educators implementing kinaesthetic learning approaches within existing curricular structures.