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Examining the Integration of Brain Breaks in University-Level English Language Classrooms: A Mixed-Methods Exploration

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University-level English language classes lasting 90 minutes, requiring students to navigate complex texts, technical vocabulary, and diverse sentence structures, occasionally proved monotonous for students. They would grow weary around the 50-minute mark, frequently checking the time and struggling to stay focused. To combat this issue, I initiated activities during breaks last year to alleviate their boredom and encourage active participation in the class.

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Mixed- Method design allowed triangulation of data. There were 3 strands of data:

Qualitative data:

Teachers' observation

Semi-structured interviews with focus groups

Quantitative data:

Questionnaires

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The findings indicated that brain breaks generally improved the flow of classes by alleviating students' boredom and fatigue. Students found these breaks enjoyable and fulfilling, with many expressing a preference for incorporating them into other university courses. The teacher's observations supported the positive impact of brain breaks on students' participation in class activities.