The Students’ Perception towards the Use of Icebreakers, Warmers, and Energizers in EFL Classrooms: A Tertiary Study

Abstract

This study examines first-year students’ perceptions in the English Language Teaching Department at Tishk International University regarding using icebreakers, warmers, and energizers in the classroom. The research aims to assess the effectiveness of these activities in enhancing student engagement and participation, as well as their impact on the overall learning experience. The study contributes valuable insights into the practical applicability of these techniques in an educational setting. Additionally, the positive perceptions of the students underscore the potential of these activities in establishing a favorable and comfortable learning environment. Data were collected through surveys and interviews, employing both quantitative and qualitative methods. For the quantitative aspect, 32 participants (10 males & 22 females) were surveyed, while the qualitative segment involved interviews with 10 students (five males & five females) at Tishk International University. The study’s results indicate that the overwhelming majority of students hold a positive perception of the use of these activities. They view them as beneficial for creating a relaxed and comfortable learning atmosphere, fostering interaction and collaboration among classmates, and boosting motivation and interest in the language. The study suggests that incorporating these activities into EFL classrooms can significantly enhance the overall student learning experience and contribute to a more dynamic and interactive classroom environment. The findings are consistent with existing literature in the field.