INTEGRATING TPR, CLIL, AND NARRATIVE-BASED INSTRUCTION TO DEVELOP COMMUNICATIVE COMPETENCE IN PRIMARY EFL LEARNERS: EVIDENCE FROM A QUASI-EXPERIMENTAL STUDY

Abstract

Driven by globalization and the demands of cross-border communication, modern education systems are fundamentally rethinking how foreign languages are taught. Today, the core objective of English as a Foreign Language (EFL) instruction for young learners is no longer rote memorization, but the development of genuine communicative competence. This study designs, implements, and empirically tests an integrated pedagogical framework that weaves together Total Physical Response (TPR), Content and Language Integrated Learning (CLIL), and narrative-based techniques to boost young learners' communicative abilities through contextualized vocabulary instruction. Employing a quasi-experimental design, we worked with 60 primary school students (aged 7–10) divided equally into an experimental and a control group. Over a 12-week intervention, data were gathered using a mixed-methods approach, including pre- and post-tests, structured speaking tasks, listening comprehension assessments, systematic classroom observations, and learner motivation questionnaires. The quantitative and qualitative findings reveal that the experimental group achieved statistically significant gains in vocabulary retention, speaking fluency, and listening comprehension compared to their peers in the control group. Beyond purely linguistic growth, the multimodal nature of this approach triggered a powerful synergistic effect, noticeably driving up cognitive engagement and intrinsic motivation. Ultimately, this study contributes a theoretically grounded, empirically validated model to the field of instructed second language acquisition, balancing input, interaction, and output. It offers practical, actionable insights for primary school teachers, curriculum developers, and educational policymakers navigating early language education.