本研究探討了支持學生獲得英語語言的學習環境的需求，類似於學校中的學習環境。主要目標是設計和實施小型課程的全身反應（TPR）活動，並借助線上圖片詞典，幫助教師創造一個有利於學生有效學習英語的學習氛圍。本研究將TPR與Learning Chocolate（一個線上圖片詞典）結合，以幫助教師教授與母語人士相當的發音技巧。此外，本研究旨在幫助教師以與母語人士相似的流利度進行英語教學，並促進學生的語言學習環境。研究使用混合方法分析來確定研究結果。二十名一年級學生和兩名教師將參與這項準實驗性調查，重點關注英語聽力和詞彙的獲取。研究結果表明，在線圖片詞典與10分鐘的小型課程相結合的使用對學生的英語聽力和詞彙獲取有積極影響。此外，教師們認為該系統在他們的教學實踐中非常有用和有益。

This study addresses the need for an English learning environment that supports students in acquiring the language, similar to the learning environment found in schools. The primary objective is to design and implement mini-lesson Total Physical Response (TPR) activities, supported by an online picture dictionary, to assist teachers in creating a conducive learning atmosphere where students can acquire English effectively. The study incorporates TPR, supplemented by Learning Chocolate, an online pictorial dictionary, to aid teachers in teaching pronunciation skills comparable to those of native speakers. Additionally, this research aims to assist teachers in delivering English lessons with native-like fluency and to foster an environment that facilitates students' language learning. A mixed-method analysis approach is employed to determine the outcomes of the study. Twenty first-grade pupils and two teachers will participate in this quasi-experimental investigation, with a specific focus on English listening and vocabulary acquisition. The findings indicate that the use of an online picture dictionary in conjunction with a 10-minute mini-lesson has a positive impact on students' English listening and vocabulary acquisition. Furthermore, the teachers perceive the system as useful and beneficial in their teaching practices.

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