This study probes the impact of “brain breaks”—short activities that pull learners away from sustained mental work to let the brain and body reset—in tertiary-level language classrooms. Recognizing that extended class hours and monotonous tasks can cause fatigue, waning attention, and diminished interest, the researchers surveyed 22 EFL teachers and 60 male and female students at King Khalid University (Saudi Arabia). Two distinct questionnaires captured both groups’ views, and responses were analyzed with SPSS v26.0.
Findings showed that instructors and students alike favored incorporating brain breaks, believing these interludes enhance students’ overall classroom performance. The paper concludes by recommending specific, effective brain-break strategies that teachers can employ to sustain learner attention throughout lengthy language lessons.