TPR, music and song, embodied learning, neuroeducation, early childhood EFL learning, EFL pedagogical change

TPR, music and song, embodied learning, neuroeducation, early childhood EFL learning, EFL pedagogical change

This study responded to the difficulties young children experience in China in learning English as a foreign language (EFL) where current traditional pedagogy typically involves memorisation and rote learning as opposed to more interactive social/interactive learning experiences, such as Total Physical Response (TPR). Classroom activities incorporating music and TPR can increase young EFL learners' involvement, and in turn enthusiasm for learning. This approach has become increasingly well-liked among educators and young EFL learners because of this distinctiveness thus making it a worthwhile research focus in the need to enhance young Chinese children’s EFL learning where there is a paucity of research. The research also sought to illuminate how such pedagogical change might address young Chinese EFL learners’ dissatisfaction with their English learning outcomes and their current gradual loss of interest in learning English as they progress through their schooling. Thus, a systematic literature review was conducted primarily investigating the effects of neuroeducation and embodied learning on 3 to 10 year old EFL learners' English language learning, together with the effects of TPR in conjunction with musical teaching techniques. It aimed to explain and explore the extent to which the use of music combined with movement in the classroom has been found effective from both a pedagogical and theoretical perspective for young EFL learners' language learning in China. It was concluded that using a teaching model that combines TPR with music can give young EFL learners a better sense of participation and make them more positive and enthusiastic in class. Although teachers may encounter some challenges when changing to this approach, the research showed that it has the capacity to improve young EFL learners’ learning experience and outcomes, including more positive attitudes, increased motivation and memory enhancement, fostering of psychomotor skills, sociocultural awareness, body coordination and support for mental health. The review found that the approach was not only suitable for young children's EFL second language acquisition, but it can also create an interest and long-term drive for young EFL learners to sustain their enthusiasm.

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