Sustained attention in learning English language
Keywords:
Sustained attention, vocabulary learning, active breaks, English.Abstract
Introduction: Active breaks are brief periods of physical activity integrated into the school setting as a pedagogical strategy that stimulates student interest and promotes a learning environment conducive to acquiring new knowledge. This research aims to evaluate the effectiveness of active breaks as a pedagogical strategy to enhance sustained attention in learning English as a foreign language among eighth-grade students at the "Carlos Pomerio Zambrano" Educational Unit in the Canuto parish of the Chone canton. Materials and methods: The study adopted a mixed-methods approach with a quasi-experimental design, using theoretical methods for data collection and empirical methods to evaluate its effectiveness, such as observation checklists, interviews, pre-tests, and post-tests, considering a single experimental group. Results and discussion: The results showed that incorporating active breaks during English classes intensifies students' sustained attention, effectively impacting their learning of new English vocabulary. In the pre-test for sustained attention, 5% of the sample demonstrated a high level, while in the post-test this percentage rose to 43%. Similarly, in the vocabulary pre-test, 48% of the students were at a low level, a percentage that decreased to 29% in the post-test. Conclusions: In conclusion, active breaks increase sustained attention, optimizing English language learning.
References
Jung, J., Zhang, W., & Lee, M. (2025). The role of working memory and attention control in incidental L2 vocabulary learning from reading-while-listening. ITL - International Journal of Applied Linguistics, 1-43. doi:https://doi.org/10.1075/itl.24001.jun
Al Shiblee, A. J. (2025). Integrating Language Skills for Communicative Competence: A Contemporary Theoretical Approach in EFL. British Journal of Education, 85-90. doi:https://doi.org/10.37745/bje.2013/vol13n68590
Altamirano Droguett, J., Goset Poblete, J., Campillay Arancibiaa, N., Castro Escobara, M., Letelier Záratea, A., & Robledo González, B. (2024). Decision-making during clinical practices: analysis from neuroeducation. REVISTA MÉDICA CLÍNICA LAS CONDES, 35(5-6), 445-451. doi:https://doi.org/10.1016/j.rmclc.2024.09.003
Barahona Tapia , L. I., Rosillo Abarca, L. V., Ayala Ayala , L. R., & Barcos Arias , I. F. (2023). NOTES ON THE SCIENTIFIC METHOD IN THE 21ST CENTURY FROM A LEGAL PERSPECTIVE. Bibliotecas anales de investigación, 1-7.
Barrera, I. O. (2019). Uso del podcast como recurso didáctico para la mejora de la comprensión auditiva del inglés como segunda lengua (L2). LFE: revista de lenguas para fines específicos, 9-25.
Bernabéu Brotóns, E. (2017). Attention and memory as key elements of the learning process. Applications for the school environment. REIDOCREA, 16-23. Retrieved from https://www.ugr.es/~reidocrea/6-2-3.pdf
Castillo Cortez, O. A., Cheza Castro, A. A., Figueroa Sacón, F. F., Revelo Gordón, V. E., & Rosas Páez, N. A. (2024). Influence of active pauses on the concentration and mathematical performance of ADHD students. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 5(5). doi:https://doi.org/10.56712/latam.v5i5.2922
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: Cambridge, M.I.T. Press.
Danahy Ebert, K., Pham, G. T., Levi, S., & Eisenreich, B. (2024). Measuring children’s sustained selective attention and workingmemory: validity of new minimally linguistic tasks. Behavior Research Methods, 709-722. doi:https://doi.org/10.3758/s13428-023-02078-5
Fernández-Barrionuevo, E., González-Fernández, F. T., & Villoria Prieto, J. (2023). Effect of Active Breaks on reading comprehension in a foreign language. Porta Linguarum, Monográfico VII, 147-158. doi:https://doi.org/10.30827/portalin.viVII.29172
Grabe, W., & Stoller, F. L. (2020). Teaching and Researching Reading (Third Edition). New York: Routledge.
Guelmes Valdés, E. L., & Emilio, N. A. (2015). Some reflections on the mixed aproach of pedagogical research in the cuban context. SCIELO, 23-29. Retrieved from http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2218-36202015000100004
Hernández, C. E., & Carpio, N. (2019). Introduction to sampling types. ALERTA, 2, 75-79. Retrieved from https://www.redalyc.org/articulo.oa?id=762279683009
Huilca Alvarado, G. D., & Villacís Ordóñez, J. M. (2023). Sustained attention to the teaching-learning process of students in the General Basic Education program at the “Isabel de Godín” Educational Unit, Riobamba. Riobamba, Ecuador: UNACH.
Keller, A. S., Davidesco, I., & Tanner, K. D. (2020, September). Attention Matters: How Orchestrating Attention May Relate to ClassroomLearning. CBE—Life Sciences Education, 19. doi:DOI:10.1187/cbe.20-05-0106
Le, V. H. (2021). An Investigation into Factors Affecting Concentration of University Students. Journal of English Language Teaching and Applied Linguistics., 7-12. doi:http://dx.doi.org/10.32996/jeltal.2021.3.6.2
López Falcón, A., & Ramos Serpa, G. (2021). ABOUT THEORETICAL AND EMPIRICAL RESEARCH METHODS: SIGNI-FICANCE FOR EDUCATIONAL RESEARCH. Conrado, 22-31. Retrieved from https://conrado.ucf.edu.cu/index.php/conrado/article/view/2133/2079
Martínez Vicente, M., Martínez Valderrey, V., Suárez Riveiro, J. M., & Valiente Barroso, C. (2023). Relationship between Learning English as a Foreign Language and the Executive Attention Profile in Spanish Schoolchildren. Psicología Educativa, 159 - 166. doi:https://doi.org/10.5093/psed2023a10
Medina Pulido, P. L., Olivella López, G., Araujo, C. B., & Pérez Esmeral, S. M. (2021). Working memory, sustained attention and academic performance in students aged 14 to 16 at an educational institution in Valledupar. ResearchGate, 66-75. doi:https://doi.org/10.47307/GMC.2021.129.s1.9
Mendoza Laz, P., Morán Aguilar, M. A., Mendoza Cedeño, J. H., Freire Jáuregui, J. P., Quiroz Alonzo, B. G., & Loor Mendoza, J. E. (2023, Mayo 08). Language Skills and critical thinking of Basic Education Students. Universidad, ciencia y tecnología, 63-72. Retrieved from Universidad Ciencia y Tecnología: https://doi.org/10.47460/uct.v2023iSpecial.701
Molina, A. A. (2018, February). ATTENTIONAL EFFECTIVENESS IN CHILDREN:Evaluation of primary school students. UNIVERSIDAD DEL ACONCAGUA. Retrieved from http://bibliotecadigital.uda.edu.ar/803.
Mora, F. (2020). Neuroeducation: You can only learn what you love. Alianza Editorial.
Moreira Zambrano, Y. M., Proaño Muñoz, M. M., Párraga Cedeño, E. L., & Ganchozo Villavicencio, S. M. (2024). Role of the Teacher in Basic Education in Ecuador. CIENCIAMATRIA, 429.
Numonova, M. (2024). VISUAL AIDS IN ENHANCING THE LEARNING PROCESS IN ENGLISH LANGUAGE IN A PRIVATE SCHOOL (AKHMAD EDUCATION). ResearchGate, 309-312. doi:http://dx.doi.org/10.54613/ku.v13i.1086
Ochoa Cervantes, A. d., Martínez Day, E. D., & Garbus, P. (2020). Analysis of participation concept in public secondary students. Sinéctica. doi:https://doi.org/10.31391/s2007-7033(2020)0054-003
Páez Cornejo, D., Pérez Guevara, V., & Verdugo Arcos , Á. A. (2024). Active breaks as a pedagogical strategy to improve students' academic performance. Cumbres, 10(1), 46-55. doi:http://doi.org/10.48190/cumbres.v10n1a4
Paéz Cornejo, D., Pérez Guevara, V., & Verdugo Arcos, Á. A. (2024). Active breaks as a pedagogical strategy to improve students' academic performanceRevista Cumbres Vol.10 Nº1Versión electrónica ISSN 1390-3365http://investigacion.utmachala.edu.ec/revistas/index.php/Cumbreshttp://doi.org/10.48190/cumbres.v10n1a4. Revista Cumbres, 46-55. doi:http://doi.org/10.48190/cumbres.v10n1a4
Parra Bolaños, N., Peña, C. E., & Caballero Hernández, E. F. (2022). Childhood ADHD trough the attentional model of Posner and Petersen. Revista Innovación Digital y Desarrollo Sostenible, 2(2), 104-111. doi:https://doi.org/10.47185/27113760.v2n2.60
Ramos Galarza, C. (2021). Experimental investigation designs. CienciAmérica, 1-7. doi:http://dx.doi.org/10.33210/ca.v10i1.356
Ramos Galarza, C., Paredes, L., Andrade, S., Santillán, W., & González, L. (2016). Targeted, Sustained, and Selective Care Systems in University Students in Quito, Ecuador. Revista Ecuatoriana de Neurología, 25(1-3). Retrieved from https://revecuatneurol.com/wp-content/uploads/2017/05/Sistemas-atencion-focalizada-sostenida-selectiva-universitarios-quito-ecuador.pdf
Ramos Vallecillo, N., Murillo Ligorred, V., & Lozano Blasco, R. (2024). University Students’ Achievement of Meaningful Learning through Participation in Thinking Routines. European Journal of Investigation in Health, Psychology and Education, 1012-1027.
Requena Montes, F. J. (2022). Optimization of Attention and Concentration in Dance Learning. Dialnet, 7-16. Retrieved from https://dialnet.unirioja.es/servlet/articulo?codigo=9810430
Rodríguez Vite, H. (2019). LEARNING ENVIRONMENTS. Universidad Autónoma del Estado de Hidalgo. Retrieved from Universidad Autónoma del Estado de Hidalgo: https://www.uaeh.edu.mx/scige/boletin/huejutla/n4/e1.html#refe0
Rodríguez, A. (2020). Pausas activas y su efecto en el bienestar emocional de los estudiantes. Revista de Psicología Educativa, 36, 201-215.
Rosales Zamudio, K. L. (2025). Internal and external factors that influence the learning of Spanish as a second language in the Community of Madrid's Liaison Classrooms. Repositorio Comillas. Retrieved from Repositorio Comillas: http://hdl.handle.net/11531/97585
Sandoval Villamizar, N. R. (2024). Use of teaching resources for learning and improving communicative English skills among sixth-grade students at the Pamplona Teacher Training School. Retrieved from Repositorio UNAD: https://repository.unad.edu.co/jspui/bitstream/10596/61607/1/nrsandovalv.pdf
Slattery, E. J., O’Callaghan, E., Ryan, P., Fortune, D. G., & Mcavenue, L. P. (2022, June). Popular interventions to enhance sustained attention in children and adolescents: A critical systematic review. Neuroscience & Biobehavioral Reviews. Retrieved from https://doi.org/10.1016/j.neubiorev.2022.104633
Tokuhama-Espinosa, T. (2018). Neuromyths: Debunking false ideas about the brain. Norton & Company.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Nathaly Justine Falcones Rodríguez, Stefany Noelia Villaprado Peñarrieta, María Gabriela Mendoza Ponce
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that offering the public free access to research helps a greater global exchange of knowledge. Each author is responsible for the content of each of their articles.
Universidad de Oriente 