本研究將科技強化型全肢體反應教學法（Technology Enhanced Total Physical Response，TTPR）引入作為一種學習英語作為外語詞彙的新方法，協助印尼學生學習英語外語（EFL）詞彙。本研究旨為TTPR在不同教育環境中作為一種教學方法的有效性提供寶貴見解，並闡明對學生內在動機的影響。本研究在印尼的兩所學校進行的實驗性研究，參與者共88名小學和初中學生。每所學校分為實驗組和對照組，實驗組使用TTPR學習EFL詞彙，對照組使用傳統方法學習EFL詞彙。本研究的研究工具包括測驗、內在動機量表（IMI）問卷和訪談。數據採用Wilcoxon檢驗進行分析。研究結果顯示，TTPR的方法提高了小學和初中學生的學習表現。小學生對EFL詞彙在TTPR學習中的感知積極地影響了他們的內在動機（興趣樂趣、緊張壓力、知覺選擇和能力，以及知覺價值）。初中學生使用TTPR學習EFL詞彙的內在動機在興趣樂趣、知覺選擇和能力方面呈現正面結果，相反，其緊張壓力和知覺價值呈現負面結果。;This study introduces the Technology Enhanced Total Physical Response (TTPR) as a novel approach to learning English vocabulary as a foreign language. To help Indonesian students in learning EFL vocabulary. This study aims to contribute valuable insights into the effectiveness of TTPR as a pedagogical approach in diverse educational settings and shed light on its influence on student intrinsic motivation. This study is an experimental study conducted in two schools in Indonesia, the participants are 88 students in elementary and junior high school. Each school had two classes, one experimental and one control. The experimental class learned EFL vocabulary with TTPR and the control class learned EFL vocabulary with the traditional method. The research instrument in this study used tests, questionnaires from the Intrinsic Motivation Inventory (IMI), and interviews. The data were analyzed using the Wilcoxon test. The study results of this study show that the TTPR method significantly improves learning performance in elementary and junior high school students. Elementary student perception positively impacts their intrinsic motivation (interest enjoyment, tension pressure, perceived choice and competence, and perceived value). The intrinsic motivation for junior high school students to learn EFL vocabulary with TTPR shows a positive result in interest enjoyment, perceived choice and competence. Conversely, their tension pressure and perceived value show negative results.
