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MOVEMENT AND COGNITIVE BREAKS
IN EFL: ENHANCING ENGAGEMENT AND
ACHIEVEMENT AT UNIDAD EDUCATIVA
PARTICULAR SAN FRANCISCO JAVIER, LA
ESCUELA JAVERIANA DE LOJA
PAUSAS ACTIVAS Y COGNITIVAS EN LA ENSEÑANZA
DEL INGLÉS COMO LENGUA EXTRANJERA
(EFL): FORTALECIENDO EL COMPROMISO Y EL
RENDIMIENTO ACADÉMICO EN LA UNIDAD
EDUCATIVA PARTICULAR SAN FRANCISCO JAVIER, LA
ESCUELA JAVERIANA DE LOJA
Recibido: 28/09/2025 - Aceptado: 16/06/2026
Diego Alejandro Fernández Cando
Docente de la Unidad Educativa Particular “San Francisco Javier”
Loja - Ecuador
Maestro en Enseñanza del Inglés como Lengua Extranjera
Centro Panamericano De Estudios Superiores
fcalex1711@gmail.com
https://orcid.org/0009-0007-2425-0169
Como citar este artículo:
Fernández, A. (julio - diciembre 2026). Movement and Cognitive Breaks in EFL:
Enhancing Engagement and Achievement at Unidad Educativa Particular
San Francisco Javier, La Escuela Javeriana de Loja. Sathiri, 21 (2), 59 – 63.
https://doi.org/10.32645/13906925.1488
60
Fernández, A. (julio - diciembre 2026). Movement and Cognitive Breaks in EFL: Enhancing Engagement and Achievement at Unidad Educativa
Particular San Francisco Javier, La Escuela Javeriana de Loja. Sathiri, 21 (2), 59 – 63. https://doi.org/10.32645/13906925.1488
Resumen
Este estudio cuasiexperimental examinó el impacto pedagógico de estrategias estructuradas basadas
en el movimiento y pausas cognitivas en el aprendizaje del inglés como lengua extranjera (EFL) en
60 estudiantes de 12 a 14 años de la Escuela Javeriana de Loja, Ecuador. Durante ocho semanas,
el grupo experimental participó en actividades de Total Physical Response (TPR), energizadores y
pausas de atención plena (mindfulness) durante dos sesiones semanales de 40 minutos, mientras
que el grupo de control recibió instrucción tradicional. Los datos se recopilaron mediante pruebas
de pretest y postest, listas de cotejo de observación, encuestas de percepción estudiantil y registros
docentes.
Los resultados indicaron que el grupo experimental obtuvo una mejora académica signicativamente
mayor (puntaje de ganancia = +17) en comparación con el grupo de control (+7), con incrementos
notables en vocabulario, gramática, desempeño oral y participación en clase. Los estudiantes
también reportaron mayores niveles de motivación, disfrute y concentración. Los registros docentes
conrmaron una mejor participación y un ambiente de aula más positivo.
Los hallazgos sugieren que la integración del movimiento y de las pausas cognitivas en la enseñanza
del EFL mejora tanto el rendimiento académico como el compromiso estudiantil. El estudio respalda
la pedagogía basada en la neurociencia y los principios del aprendizaje activo como estrategias
efectivas y de bajo costo para optimizar la enseñanza de idiomas.
Palabras clave: aprendizaje basado en el movimiento, pausas cognitivas, EFL, compromiso
estudiantil, Total Physical Response.
Abstract
is quasi-experimental study examined the pedagogical impact of structured movement-based
strategies and cognitive breaks on English as a Foreign Language (EFL) learning among 60 students
aged 12–14 at La Escuela Javeriana de Loja, Ecuador. Over eight weeks, the experimental group
participated in Total Physical Response (TPR), energizers, and mindfulness breaks during two
40-minute weekly sessions, while the control group received traditional instruction. Data were
collected through pre- and post-tests, observation checklists, student perception surveys, and
teacher logs. Results indicated that the experimental group achieved signicantly greater academic
improvement (gain score = +17) than the control group (+7), with notable increases in vocabulary,
grammar, speaking performance, and classroom engagement. Students also reported higher
motivation, enjoyment, and concentration. Teacher logs conrmed improved participation and a
more positive classroom environment. Findings suggest that integrating movement and cognitive
breaks into EFL instruction enhances both academic performance and student engagement. e
study supports neuroscience-informed pedagogy and active learning principles as eective, low-cost
strategies for improving language instruction.
Keywords: movement-based learning, cognitive breaks, EFL, student engagement, Total Physical
Response
61
Movement and cognitive breaks in EFL: enhancing
engagement and achievement at Unidad Educativa
Particular San Francisco Javier, la Escuela Javeriana de Loja
Fernández, A. (julio - diciembre 2026). Movement and Cognitive Breaks in EFL: Enhancing Engagement and Achievement at Unidad Educativa
Particular San Francisco Javier, La Escuela Javeriana de Loja. Sathiri, 21 (2), 59 – 63. https://doi.org/10.32645/13906925.1488
Introduction
EFL instruction frequently requires sustained concentration, memory retention, and active
communication; however, many adolescents experience cognitive fatigue and reduced engagement
during extended sedentary lessons. At Unidad Educativa Particular San Francisco Javier, La Escuela
Javeriana de Loja, teachers observed declining participation after approximately 15–20 minutes of
uninterrupted instruction. is challenge aligns with research emphasizing the relationship between
attention, physical activity, and academic performance (Jensen, 2013; Sousa, 2017).
Neuroscience research demonstrates that physical movement stimulates brain function,
increases blood ow, and supports memory formation (Ratey, 2008). Similarly, active pedagogy
emphasizes that students learn more eectively when physically and cognitively engaged (Bonwell
& Eison, 1991). Within language education, Asher’s (1977) Total Physical Response framework
highlights the value of connecting language to physical action, while Krashen’s (1982) Aective
Filter Hypothesis underscores the importance of reducing anxiety to optimize language acquisition.
is study investigated whether structured movement activities and cognitive breaks improve
academic achievement and behavioral engagement in EFL classrooms. e hypothesis proposed
that students exposed to movement-integrated instruction would demonstrate signicantly higher
performance and engagement than those receiving traditional instruction.
Materials and Methods
A quasi-experimental pre-test/post-test design was implemented with 60 students from grades 7–9,
divided equally into experimental and control groups through stratied random sampling. e
intervention lasted eight weeks during the 2024–2025 academic term, with two 40-minute sessions
per week.
e experimental group received structured movement interventions, including: (a)
ve-minute movement warm-ups, (b) three- to ve-minute cognitive breaks after 15 minutes
of instruction, and (c) TPR-based grammar and vocabulary tasks. e control group received
conventional instruction without physical or cognitive interruptions.
Data collection instruments included:
11. Observation Checklists assessing eye contact, participation, and task completion.
12. Academic Performance Tests evaluating vocabulary, grammar, and speaking.
13. Student Perception Surveys using Likert-scale responses.
14. Teacher Logs documenting implementation delity and student reactions.
Content validity was conrmed through expert review, and reliability measures included
Cronbach’s alpha values of .87 (tests) and .89 (survey), with inter-rater reliability of 92% for
observations.
62
Fernández, A. (julio - diciembre 2026). Movement and Cognitive Breaks in EFL: Enhancing Engagement and Achievement at Unidad Educativa
Particular San Francisco Javier, La Escuela Javeriana de Loja. Sathiri, 21 (2), 59 – 63. https://doi.org/10.32645/13906925.1488
Results
e experimental group’s mean score increased from 68 to 85 (+17), while the control group
improved from 67 to 74 (+7). Independent-samples t-tests revealed statistically signicant post-test
dierences favoring the experimental group (p < .001).
Behavioral engagement indicators also improved substantially in the experimental group:
eye contact increased by 23%, participation by 30%, and task completion by 22%.
Survey ndings indicated that 85% of students reported greater enjoyment, focus, and
motivation through movement-based learning. Teacher logs consistently documented enhanced
enthusiasm, stronger concentration, and improved classroom dynamics, though time management
initially presented minor challenges.
Discussion
Findings support prior literature demonstrating that movement and cognitive breaks positively
inuence academic and behavioral outcomes (Donnelly et al., 2016; Jensen, 2013; Ratey, 2008).
e signicant improvement in the experimental group suggests that integrating structured physical
activity supports language acquisition by enhancing attention, lowering anxiety, and improving
memory consolidation.
ese ndings are particularly relevant in Ecuadorian educational contexts, where
movement-based EFL research remains limited. e intervention’s practicality and aordability
make it especially useful for schools seeking innovative yet accessible pedagogical strategies.
Conclusions
Structured movement activities and cognitive breaks signicantly improved EFL student
performance, engagement, and motivation at La Escuela Javeriana de Loja. e study conrms
that movement-integrated instruction is not merely motivational but pedagogically valuable.
Incorporating TPR, energizers, and mindfulness into regular instruction can strengthen academic
outcomes while fostering positive classroom environments.
Recommendations
Teachers should integrate short, intentional movement and cognitive breaks into EFL lessons.
Educational institutions should provide professional development in neuroeducation and active
pedagogy. Future research should explore larger samples, longer intervention periods, and
technology-enhanced movement strategies.
63
Movement and cognitive breaks in EFL: enhancing
engagement and achievement at Unidad Educativa
Particular San Francisco Javier, la Escuela Javeriana de Loja
Fernández, A. (julio - diciembre 2026). Movement and Cognitive Breaks in EFL: Enhancing Engagement and Achievement at Unidad Educativa
Particular San Francisco Javier, La Escuela Javeriana de Loja. Sathiri, 21 (2), 59 – 63. https://doi.org/10.32645/13906925.1488
References
Asher, J. J. (1977). Learning another language through actions: e complete teacher’s guidebook. Sky
Oaks Productions.
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ERIC
Digest.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne,
K., & Szabo-Reed, A. N. (2016). Physical activity, tness, cognitive function, and academic
achievement in children: A systematic review. BMC Public Health, 16(1), 307.
Jensen, E. (2013). Brain-based learning: e new paradigm of teaching (2nd ed.). Corwin Press.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
Ratey, J. J. (2008). Spark: e revolutionary new science of exercise and the brain. Little, Brown.
Sousa, D. A. (2017). How the brain learns (5th ed.). Corwin Press.
