Icebreakers’ implementation in the EFL classroom and their effect on group cohesion in a level 3 English course at Autónoma University during the second semester of 2018

Abstract

Icebreakers are often seen as dynamic activities that break only the initial ice among people in a group. This laconic reductive conception has deprived us from their benefits in language teaching and learning. This tool also connects group members, promotes the building of trust, contributes to lowering anxiety, and sets a relaxed environment, which eases interaction and participation for future work or study sessions. Students generally experience high levels of anxiety when starting a new course. The implementation of icebreakers facilitates the development of a cohesive group environment in the classroom so that learners feel more comfortable in the group and interact more with their classmates. Bringing these kinds of activities into play from the beginning and continuing to utilize them throughout a course, will result in a high level of group cohesion and decrease participants' anxiety and subcultural barriers to learning. This action-research is aimed at analyzing the effect of icebreakers on group cohesion in an English as a Foreign Language Group in level 3 at University Autónoma de Occidente in Cali. A mixed-method approach to data collection was used including surveys, group interviews, observations, and a research diary. Data analysis was carried out in Microsoft Excel and Atlas.ti. Some of the findings show group cohesion in the experimental group increased, students felt more at ease in the group, interacted more, and noticed the positive difference in relation to previous classes