Movement and Cognitive Breaks in EFL: Enhancing Engagement and Achievement at Unidad Educativa Particular San Francisco Javier, La Escuela Javeriana de Loja
DOI:
https://doi.org/10.32645/13906925.1488Keywords:
movement-based learning, cognitive breaks, EFL, student engagement, Total Physical ResponseAbstract
This 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 significantly 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 confirmed 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. The study supports neuroscience-informed pedagogy and active learning principles as effective, low-cost strategies for improving language instruction.
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