THE ROLE OF WARM-UP ACTIVITIES IN ENHANCING STUDENT ENGAGEMENT AND FOCUS IN EFL CLASSROOMS

Abstract

The initial minutes of a language lesson are critical in setting the tone for the entire learning process. In English as a Foreign Language (EFL) classrooms, students often struggle to transition from their native language environment into an English-only mindset. This paper explores the pedagogical and psychological significance of "warm-up" activities as a strategic tool to bridge this gap. It examines how short, dynamic tasks at the beginning of a class can lower affective filters, stimulate cognitive engagement, and sharpen student focus. Furthermore, the paper provides a detailed taxonomy of effective warm-up techniques, evaluates an empirical four-week case study of their implementation in an EFL context, and outlines essential, evidence-based guidelines for teachers to maximize classroom focus and engagement.