References
- Alexiadis, D. S., Kelly, P., Daras, P., O’Connor, N. E., Boubekeur, T., & Moussa, M. B. (2011). Evaluating a dancer's performance using Kinect-based skeleton tracking. Paper presented at the 19th ACM international conference on Multimedia, pp. 659–662. NY, USA: ACM New York.
- Asher, J. J. (1966). The learning strategy of the total physical response: A review. The Modern Language Journal, 50(2), 79–84.
- Asher, J. J. (1968). The total physical response method for second language learning. DTIC Document. Retrieved from the DTIC Document website: http://www.dtic.mil/cgi-bin/GetTRDoc?Location=U2&doc=GetTRDoc.pdf&AD=AD0674868
- Asher, J. J. (1969). The total physical response approach to second language learning. The Modern Language Journal, 53(1), 3–17.
- Blakemore, S.-J., & Frith, U. (2005). The learning brain: Lessons for education. Malden, MA, USA: Blackwell..
- Bahtiar, Y. (2017). Using the total physical response to improve students’ vocabulary mastery. SELL Journal: Scope of English Language Teaching, Linguistics, and Literature, 2(1), 9–23.
- Cantoni, G. P. (1999). Using TPR-storytelling to develop fluency and literacy in Native American Languages. Northern Arizona University, College of Education.
- Carels, P. E. (1981). Pantomime in the foreign language classroom. Foreign Language Annals, 14(5), 407–411.
- Chang, Y. J., Chen, S. F., & Huang, J. D. (2011). A Kinect-based system for physical rehabilitation: A pilot study for young adults with motor disabilities. Research in Developmental Disabilities, 32(6), 2566–2570. doi: 10.1016/j.ridd.2011.07.002
- Chang, Y. J., Chou, L. D., Wang, F. T. Y., & Chen, S. F. (2013). A Kinect-based vocational task prompting system for individuals with cognitive impairments. Personal and Ubiquitous Computing, 17(2), 351–358. doi: 10.1007/s00779-011-0498-6
- Chao, K. J., Huang, H. W., Fang, W. C., & Chen, N. S. (2013). Embodied play to learn: Exploring Kinect-facilitated memory performance. British Journal of Educational Technology, 44(5), 151–155. doi: 10.1111/bjet.12018
- Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds.), Vygostkian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
- Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27–50). Oxford: Oxford University Press.
- Er, S. (2013). Using total physical response method in early childhood foreign language teaching environments. Procedia-Social and Behavioral Sciences, 93, 1766–1768.
- Garcia, R., Asher, J. J., & Asher, J. (1988). Instructor's notebook: How to apply TPR for best results. Los Gatos, CA: Sky Oaks.
- Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4–10.
- Hwang, W. Y., Chen, H. S. L., Shadiev, R., Huang, R. Y. M., & Chen, C. Y. (2014). Improving English as a foreign language writing in elementary schools using mobile devices in familiar situational contexts. Computer Assisted Language Learning, 27(5), 359–378.
- Johnson-Glenberg, M. C., Birchfield, D. A., Tolentino, L., & Koziupa, T. (2014). Collaborative embodied learning in mixed reality motion-capture environments: Two science studies. Journal of Educational Psychology, 106(1), 86–104.
- Jorczak, R. L. (2011). An information processing perspective on divergence and convergence in collaborative learning. International Journal of Computer-Supported Collaborative Learning, 6(2), 207–221. doi: 10.1007/s11412-010-9104-6
- Kashiwagi, H., Xue, Y., Sun, Y., Kang, M., & Ohtsuki, K. (2009). A language learning system utilizing RFID technology for total physical response activities. In J. Jacko (Ed.), Human-computer interaction. Interacting in various application domains (Vol. 5613, pp. 119–128): Berlin: Springer.
- Kelly, S. D., McDevitt, T., & Esch, M. (2009). Brief training with co-speech gesture lends a hand to word learning in a foreign language. Language and Cognitive Processes, 24(2), 313–334.
- Krashen, S. D. (1987). Principles and practice in second language acquisition (pp.140–142). New York, NY: Prentice Hall.
- Kuhl, P. K. (2010). Brain mechanisms in early language acquisition. Neuron, 67(5), 713–727.
- Kuo, F.-R., Hsu, C.-C., Fang, W.-C., & Chen, N.-S. (2014). The effects of embodiment-based TPR approach on student English vocabulary learning achievement, retention and acceptance. Journal of King Saud University - Computer and Information Sciences, 26(1), 63–70. http://dx.doi.org/10.1016/j.jksuci.2013.10.003
- Lange, B., Koenig, S., McConnell, E., Chang, C., Juang, R., Suma, E., & Rizzo, A. (2012). Interactive game-based rehabilitation using the Microsoft Kinect. Paper presented at IEEE Virtual Reality Workshops, pp.171–172. DC, USA: IEEE Computer Society Washington.
- Liang, M. Y. (2010). Using synchronous online peer response groups in EFL writing: Revision-related discourse. Language Learning & Technology, 14(1), 45–64.
- Liu, T.-Y., & Chu, Y.-L. (2010). Using ubiquitous games in an English listening and speaking course: Impact on learning outcomes and motivation. Computers & Education, 55(2), 630–643.
- Lee, C., Yeung, A. S, & Ip, T. (2016). Use of computer technology for English language learning: Do learning styles, gender, and age matter? Computer Assisted Language Learning, 29(5), 1035–1051.
- Lindstromberg, S., & Boers, F. (2005). From movement to metaphor with manner-of-movement verbs. Applied Linguistics, 26(2), 241–261. doi: 10.1093/applin/ami002
- Macedonia, M., & von Kriegstein, K. (2012). Gestures enhance foreign language learning. Biolinguistics, 6(3-4), 393–416.
- Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
- Morton, H., & Mervyn, A. (2005). Scenario-based spoken interaction with virtual agents. Computer Assisted Language Learning, 18(3), 171–191.
- Naeini, N. N., & Mohsen, S. (2016). Relationship between gender and vocabulary teaching methodology among Iranian EFL children: A comparison of TPR and direct method. Advances in Language & Literary Studies, 7(1), 60–74.
- Nikolhelperou, G. N. (2012). ComPLuS model: A new insight in pupils’ collaborative talk, actions and balance during a computer-mediated music task. Computers & Education, 58(2), 740–765. doi: 10.1016/j.compedu.2011.09.027
- Reinders, H. (2014). Touch and gesture-based language learning some possible avenues for research and classroom practice. Teaching English with Technology, (1), 3–8.
- Safitri, A. E., Setiyadi, A., & Huzairin, H. (2017). Implementation of total physical response principles in teaching vocabulary at elementary school. UNILA Journal of English Teaching, 6(6), 1–9.
- Sawyer, R. K. (2006). Cambridge handbook of the learning sciences. New York, NY, US: Cambridge University Press.
- Su, M.-C., & Lin, H.-Y. (2013). A simple approach to a human action recognition system and its application in an interactive TPR-based English learning system. Journal of Advanced Technology and Management, 3(2), 15–27.
- Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.
- Tellier, M. (2008). The effect of gestures on second language memorisation by young children. Gesture, 8(2), 219–235.
- Tomasello, M., & Tomasello, M. (2009). Constructing a language: A usage-based theory of language acquisition. Cambridge, MA: Harvard University Press.
- Vygotskiĭ, L. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Vygotsky, L. S. (1986). Thought and language: Cambridge, MA: MIT Press.
- Wolfe, D. E., & Jones, G. (1982). Integrating total physical response strategy in a level I Spanish class. Foreign Language Annals, 15(4), 273–280.
- Wortzel, R. (1979). Multivariate analysis. Upper Saddle River, NJ: Prentice Hall.
- Zimmer, H. D. (2001). Why do actions speak louder than words? Action memory as a variant of encoding manipulations or the result of a specific memory system. In H. D. Zimmer, R. L. Cohen, M. J. Guynn, J. Engelkamp, R. Kormi-Nouri, &. M. A. Foley (Eds.), Memory for action: A distinct form of episodic memory (pp. 151–198). New York, NY: Oxford University Press.