The initial minutes of an English as a Foreign Language (EFL) lesson are critical for setting both the cognitive and emotional tone of the entire instructional period. This study explores the pedagogical and psychological impact of integrating consistent, 5-minute interactive warm-up activities at the onset of classroom instruction. Drawing upon contemporary student engagement frameworks, positive psychology principles, and systematic motivational strategies, the paper examines how brief, communicative tasks can mitigate foreign language anxiety and optimize student involvement. Utilizing an action research methodology with 22 intermediate-level EFL learners, data were gathered through structured classroom observations and a comprehensive post-implementation survey. The findings indicate a significant acceleration in student readiness to communicate, a measurable increase in oral fluency, heightened classroom energy levels, and a notable improvement in student punctuality. The study concludes that intentional, low-stakes warm-ups serve as a vital pedagogical tool for shifting classroom dynamics from teacher-centered lecturing to active, student-led language production, thereby establishing an optimal foundation for subsequent linguistic development.
Aynura Elmurat qizi Esemuratova (Sun,) studied this question.