EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review

Eeva-Maria Hooli; José Luis Ortega-Martín; Pedro Jesús Ruiz-Montero

doi:10.30827/portalin.viVII.29169

Autores/as

Eeva-Maria Hooli Universidad de Granada
José Luis Ortega-Martín Universidad de Granada https://orcid.org/0000-0003-4875-0188
Pedro Jesús Ruiz-Montero Universidad de Granada https://orcid.org/0000-0001-9349-2478

DOI:

https://doi.org/10.30827/portalin.viVII.29169

Palabras clave:

Competencias profesionales, competencias académicas, universidad, bienestar físico, aprendizaje comunitario

Resumen

La metodología “Total Physical Response” (TPR) tiene como objetivo desarrollar la comprensión auditiva y las habilidades de comunicación verbal en estudiantes principiantes a través de actividad física. El presente artículo muestra una revisión sistemática sobre la enseñanza del inglés como Lengua Extranjera (ILE) mediante la metodología TPR en estudiantes de educación superior en el área de la enseñanza de ILE y la Educación Física y el Deporte. Tras una búsqueda exhaustiva, se escogieron cinco publicaciones revisadas por pares en función de la frecuencia y distribución geográfica, muestra y duración de los programas, metodologías de investigación, instrumentos de recogida de datos utilizados y principales resultados investigados. Los resultados indican que las metodologías de investigación utilizadas tendieron a ser cualitativas, mientras que la variedad de muestras y la duración de las intervenciones fueron amplias. Los instrumentos utilizados fueron principalmente diarios reflexivos con preguntas abiertas y encuestas descriptivas, así como cuestionarios y encuestas, y los programas se desarrollaron especialmente en España y en países asiáticos. En conclusión, los manuscritos seleccionados en la presente revisión sistemática destacan que la RPT y las actividades físicas pueden tener un efecto positivo en el aprendizaje de EFL de los estudiantes de educación superior.

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Biografía del autor/a

Eeva-Maria Hooli, Universidad de Granada

PhD student from Department of Didactics of Language and Literature, Faculty of Education, University of
Granada (Spain). Main topic: EFL in migrant contexts.

José Luis Ortega-Martín, Universidad de Granada

Department of Didactics of Language and Literature, Faculty of Education, University of Granada (Spain).
Research line: Implementation of ICT in the English class and migrant context.

Pedro Jesús Ruiz-Montero, Universidad de Granada

Department of Physical Education and Sports, Faculty of Sport Sciences, University of Granada (Spain).
Research line: Service-Learning, Physical Activity and Sport in inclusive context.

Citas

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FUNDING INFORMATION: This research was carried out within the R+D+i project (2019) “University Service-Learning in Physical Activity and Sport. Opportunity for social inclusion”, with reference PID2019-105916RBI00. This study was also included in the Fido 2022 (project no. 22-172), Unit of the Quality, Teaching Innovation and Prospective Unit, as well as in the 2022 call for Equality, Social Inclusion and Promotion of Research of the vice rector’s office of Equality, Inclusion and Sustainability with no. INV-IGU185-2022, which were both calls from the University of Granada, Spain. Finally, this manuscript is part of the Eeva-Maria Hooli’s Doctoral Thesis.