The Power of Brain Breaks: Transforming Emotions, Engagement, and Attention in Adolescent EFL Learners

Abstract

The present case study examined the effects of three types of Brain Breaks (mindfulness practices, physical activities, and sensory exercises) on adolescents’ emotions, attention, and engagement in a ninth-grade EFL classroom, with the participation of 22 students from a public school in Bogotá, Colombia. The research addressed the specific challenges that adolescents face in managing their affect and focus during EFL classes. Framed by the humanistic theory of learning, which underscores the role of emotions in education, and the communicative approach to language teaching, which prioritizes meaningful interaction, the study was situated within a pragmatic paradigm that enabled the integration of qualitative and quantitative methods. Over the course of four weeks, six Brain Breaks, two for each type, were systematically embedded into English lessons. Data were collected through pre- and post-intervention surveys, classroom observations, and a student focus group. Findings revealed a clear shift from predominantly neutral affective states to more positive emotions, with 77% of participants reporting positive emotional responses and 64% reporting higher levels of attention and engagement. Sensory and movement activities promoted motivation and active participation, while mindfulness fostered emotional regulation and sustained focus. The study demonstrated that Brain Breaks, when approached as a multidimensional strategy rather than isolated practices, can function as flexible tools to support socio-emotional well-being and cognitive readiness. Beyond aligning with previous research, this project contributes novel evidence from a Colombian adolescent EFL context, highlighting the need to reimagine classroom practices in ways that value students’ emotional lives as much as their linguistic progress.