Saadouni, GhadaSedira, KaoutherGuendouz, Meryem2024-05-142024-05-142023http://dspace.univ-oeb.dz:4000/handle/123456789/19251This study aims at investigating the effects of using the total physical response on first year pupils' English vocabulary learning at Boutighen Mohammed middle school-Tebessa. It examines whether there has been any difference between the control group and experimental groupwhich were taught using different teaching techniques used. Hence, a sample of 84 first year pupils was randomly selected to participate in the experiment. To this end, two assumptions have been formulated: the first states that if we apply the total physical response activities for middle school learners, it may enhance their vocabulary acquisition. The second suggests that learners will actively respond to this technique and get motivated in the classroom. Hence, a sample of 43 first year pupils was randomly selected to participate in the experimental group while 41 pupils were chosen to participate in the control group. The pupils in the experimental group received a one-month treatment that is centred on the TPR activities while the other group namely the control group was taught using the school textbook and pedagogical activities. The obtained results show a general improvement in the pupils' performance and use of vocabulary after receiving the treatment. In this sense, it is very important to mention that the total physical response needs teachers' attention due to its positive impact in reducing stress of pupils, entertaining them during the foreign language classes as coordination of speech and action facilitates language learning.enEnglish vocabulary; Teaching techniques; Total physical responseOther