Abstract
This quantitative study examines the extent of second language acquisition through English learning, employing Total Physical Response, and analyzes the experiences of 20 high school students with intellectual disabilities in special needs education. To investigate the extent of students’ second language acquisition, we examined their behavior in response to English instruction from the teacher in a pre-test, post-test, and confirmation test one week later to determine achievement rates. The results of the Steel-Dwass test showed significant differences in newly learned English on the pre-test vs. post-test and on the pre-test vs. confirmation test one week later. The pre- and post-test comparisons also showed a significant difference at the 0.1% level for newly learned English, indicating a large effect size. English learning using Total Physical Response may be an effective learning strategy for second language acquisition in high schools for special needs students with intellectual disabilities.
