Using an innovative icebreaker in EFL classes to assess and enhance students’ speaking competence

Icebreakers have proved advantageous to the foreign language (L2) classroom. However, there is no known documented research on the ‘How much do you use?’ toilet paper icebreaker activity in L2 classes. This study seeks to conduct initial research on its incorporation. The authors sought to ascertain learners’ and instructors’ perceptions of this icebreaker in L2 contexts. Eight undergraduate students of Applied Foreign Languages learning English as a Foreign Language (EFL) and their instructor at Clermont Auvergne University participated in the study. Data were collected via an Instagram poll and the instructor’s checklist and observation notes, which were analyzed through the qualitative method. Major findings show that students appreciated the icebreaker and considered it entertaining, memorable, original, and engaging. The instructor found that the icebreaker preliminarily evaluated the learners’ linguistic (speaking) skills. However, toilet paper as an apparatus in this icebreaker may raise concerns of potential cultural sensitivity; therefore, the instructor should be mindful of the socio-cultural learning context. In this article, the authors highlighted the benefits and concerns of using this icebreaker and ways to lessen or overcome possible challenges.