An- Najah National University 

Faculty of Graduate Studies 
 

 

 

 

 

The Effectiveness of Ice-breaker Strategy in 

Enhancing Motivation and Producing Conducive 

Classroom Atmosphere for the Tenth Graders in 

English Classes in Nablus City Schools from the 

Perspectives of Teachers and Students 
 

 

 

 

 

 

 

By 

Aseel Majde Kamel Abu Omar 
 

 

 

 

 

Supervised by 

Dr. Ahmed Awad 

 

 
This Thesis is Submitted in Partial Fulfillment of the 

Requirements for the Degree of Master of Methods of Teaching 

English Language, Faculty of Graduate Studies, An-Najah 

National University, Nablus, Palestine. 

2019 



ii 

 

 

 

 

 

 

 
 

The Effectiveness of Ice-breaker Strategy in 

Enhancing Motivation and Producing Conducive 

Classroom Atmosphere for the Tenth Graders in 

English Classes in Nablus City Schools from the 

Perspectives of Teachers and Students 
 

 

 

By 

Aseel Majde Kamel Abu Omar  

 

This Thesis was defended successfully on 6/11/2019 and approved by 

 

 

Defense Committee Members          Signature 

 

 

1. Dr. Ahmed Awad \ Supervisor    ………………. 

 

 

2. Dr. Khaled Masood \ External Examiner  ………………. 

 

 

3. Dr. Ayman Nazzal \ Internal Examiner  ………………. 



iii 

Dedication 

 

I dedicate my dissertation to my lovely family who 

has always encouraged me to pursue my dreams and 

never give up. 

  To my Dear parents who enlighten my life and 

whom I will always appreciate everything they have 

done for me. 

 

To my lovely sister Sarah who has waited eagerly 

for this dissertation more than anyone else. Sarah I’m 

lucky to have you as my little sister and will always be 

proud of you. 

 

To my beloved husband Alaa Nasser who has 

always supported me in every step during this journey. 

Thank you for believing in me. 

 

Above all, I would like to thank Almighty God 

who always gives me strength to move on, Knowledge 

and wisdom in everything I do. 

 

 



iv 

Acknowledgment 

 

I would like to express my sincere gratitude to my supervisor Dr. 

Ahmed Awad, for his invaluable support, guidance, comments and 

suggestions throughout the course of my MA study.  

 

Appreciation is also extended to the staff members at An- Najah 

National University, especially the instructors at the faculty of 

education and teachers’ training and the instructors at the English 

language department. 

 

Thanks are also extended to the study sample who provided me with 

the needed information to complete my Ma thesis. 

 

 

  



v 

  االقرار

  :العنوانل الموقعة أدناه مقدمة الرسالة التي تحم أنا

The Effectiveness of Ice-breaker Strategy in 

Enhancing Motivation and Producing Conducive 

Classroom Atmosphere for the Tenth Graders in 

English Classes in Nablus City Schools from the 

Perspectives of Teachers and Students 
 

 وانتاج التحفيز زيادة في الجليد كسر استراتيجية اثراستخدام

من  العاشر للصف االنجليزية اللغة في مساعدة صفية بيئة

  والطالب المعلمين نظر وجهة من نابلس مدارس مديرية

 تمـت  مـا  باستثناء الخاص، جهدي نتاج هي إنما الرسالة هذه عليه اشتملت ما بأن أقر

أيـة   لنيـل  قبـل  من يقدم لم منها جزء أي أو ككل، الرسالة هذه وإن ماورد، حيث إليه اإلشارة

  .أخرى بحثية أو تعليمية مؤسسة أية لدى وبحثي علميأ لقب وعملية أ درجة

Declaration 

The work provided in this thesis, unless otherwise referenced, is the 

researcher's own work, and has not been submitted elsewhere for any other 

degree or qualification. 
 

  :Student's name                       : اسم الطالب

  :Signature                          :التوقيع

  :Date                                 :التاريخ

  



vi 

Table of Contents 
 

No. Content Page 

 Dedication iii 

 Acknowledgment iv 

 Declaration v 

 Table of Contents vi 

 List of Tables viii 

 List of Appendices ix 

 Abstract x 

 Chapter One: Introduction 1 

1.1 Introduction 2 

1.2 statement of the problem 7 

1.3 Purpose of the study 7 

1.4 Questions of the study 8 

1.5 Significance of the study 8 

1.6 Limitations of the study 9 

1.7 Definition of terms 9 

1.8 Summary 10 

 Chapter Two: Literature Review 11 

2.1 Introduction 12 

2.2 Studies related to the definition of Icebreakers 12 

2.3 Theoretical backgrounds 13 

2.4 The need for using icebreakers 15 

2.5 The relationship between icebreakers and motivation 21 

2.6 Summary 25 

 Chapter Three: Methodology and Procedure 28 

3.1 Introduction 29 

3.2 Instruments of the Study 29 

3.3 population and Sample of the Study 30 

3.4 Limitations of the Study 31 

3.5 Validity of the Study Tools 31 

3.6 Reliability of the Study Tools 32 

3.7 Procedure of the Study 32 
3.8 Statistical Analysis 34 
3.9 Variability of the Study 34 
3.10 Originality and Limitations of the Methodology 35 
3.11 Pilot Study 36 
3.12 Ethical Issues 36 
3.13 Summary 37 
 Chapter Four: Results 38 
4.1 Introduction 39 



vii 

No. Content Page 

4.2 The Study Results 39 
4.2.1 The results of the main study question which is: 39 
4.2.2 Results related to question two which is: 42 
4.2.3 Results related to question three which is 42 
4.2.4 Results related to question four which is: 43 
4.3 Results of the second tool, the interview 44 
4.4 Summary 51 

 
Chapter five: Discussion, Conclusion and 

Recommendations 
52 

5.1 Introduction 53 
5.2 Discussion 53 
5.3 Conclusion 61 
5.4 Recommendations 62 
 References 64 
 Appendices 76 
 ب الملخص 

 

  



viii 

List of Tables 

No. Tables Page 

Table (1) 
Sample of the teachers’ distribution according to 

gender 
30 

Table (2) 
Sample of the teachers’ distribution according to 

qualifications 
30 

Table (3) 
Sample of the teachers’ distribution according to 

experience 
30 

Table (4) 
Sample of the Students’ Distribution According 

to Gender 
31 

Table (5) Alpha formula of instrument reliability 32 

Table (6) percentages and ranks 39 

Table (7) 
Means, percentages and degrees of the items of 

the study tool 
40 

Table (8) 
Two independent sample T-test for variable of 

gender 
42 

Table (9) One Way ANOVA Test results due to experience 43 

Table (10) Post hoc LSD Test results due to experience 43 

Table (11) 
One Way ANOVA Test results due to 

qualification 
43 

Table (12) The interview questions 45 

 

 

 

 

 

 

 

  



ix 

List of Appendices 

No. Tables Page 

Appendix (1) Teachers' questionnaire 77 

Appendix (2) Students’ interviews questions 80 

 

  



x 

The Effectiveness of Ice-breaker strategy in Enhancing Motivation and 

Producing Conducive Classroom Atmosphere for the Tenth Graders in 

English Classes in Nablus City Schools from the Perspectives of 

Teachers and Students 
By 

Aseel Majde Kamel Abu Omar 

Supervised by 

Dr. Ahmed Awad 

Abstract 

This study aims to investigate the effectiveness of ice-breaker in 

enhancing motivation and creating conducive classroom atmosphere for the 

tenth graders in English classes in Nablus City Schools from the teachers’ 

and students’ perspectives. In order to achieve these aims, the researcher 

used two tools: a 30-item questionnaire and an interview. The questionnaire 

was distributed among 39 teachers who teach English in Nablus city 

schools. A complementary interview was carried out with 20 male and 

female tenth graders from different schools. 

After the analysis of the results of the questionnaire and the 

interview, it was obviously noticed that appropriate use of ice-breakers 

enhances motivation and creates healthy and conducive class atmosphere. 

Moreover, the results show that there are no statistical significant 

differences at α = 0.05 between the teachers’ perspective towards using 

icebreakers due to qualifications. There are significant differences at α = 

0.05 between the teachers’ attitudes towards using icebreakers due to 

gender and experience in favor of females and the low level of experience 

respectively. As for the results of the interview with students, the results 



xi 

show significant differences at α = 0.05 between the students’ perspectives 

towards using icebreakers due to gender in favor of females. 

Based on the study findings, the researcher found the following 

recommendations trustworthy mentioning. Recommendations are divided 

into categories: for instructors, the Ministry of Education and for further 

studies. Teachers should be motivated and encouraged to use icebreakers in 

their lessons and change expertise in the field.  Moreover, there’s a 

substantial need to hold sessions and workshops relevant to the usage of 

icebreakers by the directorates of education to qualify teachers. In addition, 

curriculum designers should take into consideration the inclusion of 

icebreakers in the curriculum. Finally, the researcher recommends other 

researchers to conduct studies focusing on one type of icebreakers, its 

implementation and effect on language acquisition. 



1 

 

 

 

Chapter One 

Introduction 

 

1.1 Introduction 

1.2 Statement of the problem 

1.3 Purpose of the study 

1.4 Questions of the study 

1.5 Significance of the study 

1.6 Limitations of the study 

1.7 Definition of terms 

1.8 Summary 

  



2 

Chapter One 

Introduction 

1.1 Introduction 

Language evolved through human civilization as a major proof of 

their progress and development. It is the medium of communication and the 

carrier of civilization among societies. English is accounted as a universal 

language used in communication among countries for different purposes as 

trade, technology and education. English language proficiency enables 

students to cope with the modern life needs and to be part of the rapidly 

changing modern world as it equips them with the major factor for 

employment and expands horizons and opportunities for individuals 

(Richards, 2001:13).  

Education nowadays is based mainly on enhancing learners’ 

motivation and overcoming obstacles that may reduce or disturb motivation 

towards achieving the preset educational goals. Consequently, many 

methods and strategies have been suggested for achieving the educational 

process goals taking into consideration the diversity and differences among 

learners' abilities, interests and individual differences. 

One of these methods is using icebreakers which can be used for 

engaging students and facilitates an instructional environment to start up a 

lesson, where everyone can get to know each other, and get ready to the 

coming lesson in interesting atmosphere (Varvel, 2002:123). Most 

students’ failure is due to their inability to adapt to new changes in the 

learning environment and not related to their mental abilities (Tento, 1997).  



3 

Icebreakers are used to make new channels in the icy situations 

where students feel perplexed, confused and ashamed;  they tend to warm 

up and make the atmosphere more interesting and appealing for students to 

take part in conversations and classroom discussions; they aren’t only used 

in the beginning of the class they can be used whenever the students feel 

that the situation or the new topic is challenging for them and they can’t 

express themselves and they aren’t confident about what they know about 

the topic. 

Icebreakers are said to be activities that are designed to relax 

learners, introduce them to each other, energize them and create an 

educational environment based on cooperation among students and their 

teachers. In such a case, they are said to be a basic factor in flipping the 

classroom atmosphere and the whole school conditions (Dweikat and 

Raba’, 2019). Additionally, they are nearly like openers and sometimes 

they are related to the subject matter, in addition, they often help to 

facilitate teaching and enabling students to know each other and encourage 

effective learning which is built on group working, and making students 

have fun.  

The term “icebreaker” comes from “break the ice,” which originally 

comes from special ships called “icebreakers” that are designed to break up 

the ice and make it easier and let other ships pass. So an icebreaker helps to 

facilitate and make the way clear by making the learners more comfortable, 

cooperative and they attract the students' attention and prepare them to 



4 

receive the new lesson. Furthermore, they can range from games, 

worksheet, songs, riddle, getting to know your activities, or what you did 

this summer sharing. 

  There are many different ways to start the process of getting to know 

your students and for them to get know each other. Ice breakers are fun 

activities that help people get to know each other; these activities can 

ameliorate the perceived distance in online learning environment. Ice 

breaker activities are extremely useful in breaking down barriers between 

students in order to facilitate class participation. (Dixon, 2008 and Raba’, 

2018). 

Therefore, icebreakers’ use has a significant effect on enhancing 

group work. This goes in accordance with the social constructivism theory 

where the development of skills requires interaction within groups and 

participation in authentic activities. Furthermore, students’ participation in 

classroom activities equips teachers with a powerful assessment tool of 

students’ proficiency level in the material to be learnt. 

Icebreakers are the most remarkable way to setup efficient 

conductive EFL classrooms. Icebreakers as the name suggests break the 

walls and barriers between students and teacher, students and the material 

to be taught and students themselves. They refer to openers for lessons or 

activities used to get students into individual or group work so they become 

a collaborative unit and work together on achieving intended goals. 

Icebreakers help energize and alert students in the beginning of the class 



5 

which facilitate explaining new material when students are interested in 

and listening attentively (Partel,2001:86). 

Modern educational methods focus on the importance of icebreakers 

to create a suitable atmosphere as the foundation of successful learning. 

Teachers should develop skills needed in designing icebreakers and 

activities according to students and intended aims. Teachers benefit from 

ice breakers to start their lessons in creative and non-traditional ways to 

find more about students’ prior knowledge, skills, needs, and interests 

concerning the material to be taught to accomplish the preset educational 

goals. Effective Icebreakers facilitate the introduction of new topics to 

students by making them familiar with the subject in advance of more 

profound explanations and discussions. It also encourages all students to 

participate in a relaxed informal situation. 

Benefit of icebreakers activities 

Icebreakers are great for getting rid of monotonous class routines, 

boredom and to motivate the students to be a part of teaching and learning. 

But the benefits of icebreakers are still arguable to some researchers. 

According to Almeth-Hib (2009) Ice Breakers can get rid of rigidness, 

authority, organized attitudes and behavior usually employed in daily 

activities. In addition, the Icebreakers can relax learners before starting the 

teaching and learning and allow them to enjoy classes and communicate 

with each other. Overall he concludes that icebreakers can improve 

processes of learning. 



6 

Fanani (2010) also emphasized the benefit of the icebreakers in 

decreasing anxiety and weariness, moreover, icebreakers develop and 

enhance students’ genuineness and creativity. They also facilitate students’ 

interaction in groups and wor0..k as a team. Icebreakers are a chance to 

increase learners’ concentration and practice a systematic thinking and 

creativity to problem solving. All of this can be achieved if icebreakers are 

practiced appropriately in time and manner. 

Pedagogical Implications  

Teaching is defined by Ball and Forzani(2009) as the setting of the 

surrounding environment to facilitate learning and participating in frequent 

activities with others to learn something.  

Recent methodological teaching approaches revolve around the 

effective role of using the target language and the learners taking part in 

classroom activities to language acquisition. The application of ice-breaker 

activities fulfills these requirements. Icebreakers motivate learners’ 

participation and they become more open to risk taking. Communication 

during icebreaker activities increases feelings of comfort and relaxation. 

Moreover feelings of stress and embarrassment are eliminated. 

The traditional system of teaching has accepted that using fun 

activities may decrease the level of language proficiency. Teachers’ 

thorough trials to motivate learners and alleviate their anxiety take a lot of 

time at the expense of teaching. Learners’ language efficiency is elaborated 

by spending the time on actual learning of the topic. 



7 

The issue of facilitating English speaking in the classroom 

methodologically is very important, and it should have lots of implications 

for practicing language teachers. It is therefore necessary for us to exactly 

understand the effectiveness of different kinds of ice-breakers, and till that 

time prevent making quick and censorious judgments on its classroom 

indications. The finding of this study may help EFL teachers to let their 

students make use of these activities at home for more practice.  

1.2 Statement of the problem  

A lot of teachers and parents complain all the time that students are 

weak in English and students complain that English is very difficult. 

Students’ achievements are lower than expected due to multiple 

complexities. They are reluctant to participate in classroom discussions out 

of embarrassment and fear of making mistakes. In this context, teaching of 

English is made interesting and effective through the use of icebreakers.  

Icebreakers strategy can help reduce fear and anxiety level by flipping 

classroom atmosphere.  There is an urgent need to save the situation and do 

something to revive the process of teaching and learning of English 

language. Unfortunately, some related studies don’t believe in the 

effectiveness of using the icebreakers, and this survey may help a lot to 

change this idea. 

1.3 Purposes of the Study 

This study aims to achieve the following purposes: 



8 

1- Investigate the effect of ice-breaker in enhancing motivation and 

producing conducive classroom atmosphere for the tenth graders in 

English classes in Nablus city schools from the perspectives of 

teachers and students.  

2- Investigate the effect of teachers’ and students’ gender, qualification 

and year of experience on their perspectives. 

1.4 Questions of the Study 

This study will answer these questions: 

1. What is the effect of ice-breakers strategy in enhancing motivation and 

producing conducive classroom atmosphere for the tenth graders from 

the teachers’ and students’ perspectives? 

2. Are there any statistically significant differences in teachers’ and 

students’ perspectives towards using icebreakers strategy at (α=0.05) 

due to gender? 

3. Are there any significant differences in teachers’ perspectives towards 

using icebreakers strategy at (α=0.05) due to years of experience? 

4. Are there any significant differences in teachers’ perspectives towards 

using icebreakers strategy at (α=0.05) due to qualifications? 

1.5 Significance of the Study 

The ultimate goal of every teacher and curriculum designer is to 

create effective and productive learning sessions for students where they 



9 

can learn collaboratively in a relaxing and comforting environment. This 

study strives to shed the light on the importance of icebreakers to spurt 

participation and cooperation in the process from all students without 

judging or grading them.  This study aims to point out the previously 

mentioned purposes of using icebreakers and motivate teachers and 

curriculum designers to include them in the starter of each lesson. 

1.6 Limitations of the Study 

The study is limited to teachers' and students’ perspectives towards 

the effectiveness of icebreakers in English classes in the scholastic year 

(2018/2019) in Nablus City Schools. The sample consists of 39 male and 

female teachers of and 20 male and female students from the tenth graders. 

1.7 Definition of terms 

Icebreakers: icebreakers are exercises or games meant to introduce people 

to each other in a relaxed environment. They are speaking activities to offer 

the learners the opportunity to know each other. In order to complete an 

ice-breaker task learners must talk to each other. 

Conducive classroom: is a classrooms atmosphere free from physical 

threat or emotional discouragement and frustration. The educational 

process is built on three basic components: the teacher; the students; their 

ability to communicate and interact without breaking respect boundaries. In 

conducive classrooms, the arrangement and management are very 

important because they affect students’ learning evidently ( 

Fraser,1994,1998a). 



10 

1.8 Summary  

In this chapter, the researcher provided a thorough introduction to the 

important role of integrating icebreakers strategy in enhancing motivation 

and creating conducive classroom atmosphere for the tenth graders in 

Nablus city from the perspectives of teachers and students. Then, the 

researcher concluded the statement of the problem, purpose of the study, 

questions of the study, significance of the study and a list of items 

definition. 

  



11 

 

 

 

Chapter Two 

Literature Review 

 

2.1 Introduction 

2.2 Studies related to the definition of Icebreakers 

2.3 Theoretical backgrounds 

2.4 The need for using icebreakers 

2.5 The relationship between icebreakers and motivation 

2.6 Summary 

  



12 

Chapter two 

Literature review 

2.1 Introduction 

This chapter deals with the literature review related to the significant 

importance of employing icebreakers as a basic ingredient in each lesson 

plan. This chapter of study is organized topically to facilitate handling 

several areas. It shows the theoretical framework, it covers the 

interrelatedness between the appropriate interpretation of icebreakers 

strategy and social constructivism learning theory. It also provides the 

reader with different relative studies, essays and articles from general to 

specific with some extracted recommendations that manifested the role of 

icebreakers on enhancing students’ performances, motivation and 

achievements. 

2.2 Studies Related to the Definition of Icebreakers 

According to Doover (2004) Icebreakers are questions that allow 

discussions to take place among students or activities that allow interaction 

within the group to relax which is the primary goal for any teacher who 

decides to use icebreakers. They seek to create an environment that is 

anxiety free, where learners are allowed to “break the ice” or learn in a fun 

atmosphere. The purpose of icebreakers is to help shy students start a 

conversation, enhancing interaction and communication skills, removing 

cultural barriers within the group, developing the feeling of friendship and 

trust among learners (Pillai,2007). 



13 

Icebreakers are defined as tools facilitating creative thinking through 

interaction by making conversations and discussions about new topics, 

assumptions and specific information (forbes- greene, 1982). pathak and 

verma(2011) added that icebreakers are activities where learners as part of 

a group get closer to one another and break barriers between them 

gradually to develop trust and support to learn efficiently. To Alarifin and 

Suzanah( 2014) icebreakers break the boring dull activities or lessons and 

turn it into fun relaxing exercises that motivate learners to be part of the 

learning process. Soraya (2014) points out that in order to be able to 

eliminate rigidness and to create not only serious but also fun and relaxing 

classrooms, teachers should integrate icebreakers in lesson plans.  

2.3 Theoretical backgrounds 

Social constructivism theory has connection with the use of 

icebreakers in teaching. It seeks to provide learners with the most 

appropriate classroom atmosphere or learning. It also ascertains the value 

of enthusiasm, motivation, interest, collaboration and interaction in the 

process of acquiring knowledge and building certain skills. This 

interrelated relation will be discussed in the following sections of this 

chapter. 

Social Constructivism and icebreakers 

According to social constructivism theory learning succeeds when 

learners work collaboratively in groups in a dynamic and interactive 

environment. Moreover, constructivist ascertains the value of 



14 

communication skills, social interactions, and sharing of ideas in the 

process of learning (Mayer, 2004). This differs from the traditional way of 

teaching where learners are passive and work individually. They depend on 

repetition of subjects guided and adhered by the textbooks.  

The use of techniques and strategies as icebreakers achieve the 

purpose of communication by engaging learners in new social experiences 

and keeping them in contact with other members of the group (Barnlund, 

2008) who is also one of the significant advocates of SLT by the 

integration of behavioral and cognitive aspects in learning. Social learning 

theory assumes that learning occurs when students are in a social setting 

and each one is learning from the other through observation. The theory is 

summed by the idea that reward and punishment from society impact 

learners to shape their behavior according to them. 

Vygotsky (1978) formed his theories on the basis of how important 

the social interaction and communication in the cognitive development and 

authentic learning. The social interactions play a major role in higher 

mental development process which can’t be figured in separation cultural 

context. Icebreakers technique goes in accordance with social 

constructivism theory and achieves its objectives. 

Lin (2012) referred to active learning as being different from one to 

another. And the redundancy in understanding the term can’t lead us to its 

application in classrooms. Active learning differs from traditional way of 

teaching where teachers talk and learners are passive. In active learning, 



15 

learners need to integrate with written, read, spoken, listened topics and 

reflect on them. Learners have chance to question, apply, clarify and 

integrate new information which helps them understand new materials. 

Group discussions, problem solving, role play, case studies and structured 

learning groups they increase information retention, critical thinking, 

motivation, new information transfer which are the center of intended 

learning outcomes ILOS (scarpell,2009) full of social interaction.  

2.4 The need for using icebreakers 

Students’ lack of oral proficiency is referred to students’ lack of self-

confidence. They don’t have the courage to speak because of the fear of 

making mistakes (Patil, 2008). Zhang (2009) pointed out that EFL learners 

face trouble with gaining oral proficiency in English because teachers 

depend heavily on instruction. They don’t give students enough space to 

participate using the language. In addition, students don’t have 

conversation with native speakers of the English language which results in 

their disabilities to learn how to produce the correct stress, intonation, 

pitch, accent and consequently deficiencies in oral proficiency.  

Icebreakers are able to develop communication skills necessary to 

conduct and respond to a conversation. Speaking and communication is the 

ultimate goal in any foreign language class teacher seeks to achieve. These 

skills can only be developed through interaction among students and 

teachers. Shumin(1997) also added that classroom atmosphere is a 

fundamental component in the process of second language acquisition 



16 

which is not restricted to memorization of vocabulary items lists or 

grammar rules. 

According to Kelly (2004) successful learning happens when 

students are interacting and cooperating in a relaxing and comfortable 

atmosphere and that teachers should employ icebreakers in their lessons as 

experts considered them necessary for a successful classroom. In addition, 

icebreakers connect learners with school emotionally which increases 

motivation. Icebreakers aims provide students with help to learn and 

practice easily and collaboratively as a group, so they find out more about 

their classmates. Sumardini (2014) says that icebreakers teach students to 

cooperate with each other and as a result activate the learning atmosphere. 

According to Pits (2010) it’s a collaborative activity at the beginning of the 

class to make learners feel relaxed and happy in a formal environment. 

The anticipation from icebreakers is to create a classroom with 

happy relaxed refreshed learners. According to Irachmat (2015) icebreakers 

develop enthusiasm for learning and working effectively with others to 

achieve success in the process. it can be defined as activities that permits 

opening new ways of thinking and abandoning the stiff old way of learning 

that depends strongly on passive memorization of information in a fun 

relaxing atmosphere (Sunarto, 2012; Novasari, 2014). As cited by Novasari 

(2014) who also added that icebreakers create dynamic teaching-learning 

environment from passiveness to activeness and from dull to awareness. He 

also adds that there are certain activities teachers tend to use frequently as 



17 

icebreakers shouting, Hand claps, Singing, Body Motions, Humor, Games, 

Fairy Tales, Magic, and Audio Visual. 

Integrating active and collaborative learning activities in class can 

enhance student success. In order to expect students to work effectively, we 

need to plan purposeful activities that will enable students to build 

community and rapport with each other. Thus ice-breaker activities can be 

critical to developing a positive classroom climate that is conducive to 

learning, especially through interactions among students (Magnam, 2005). 

This tip describes one effective ice-breaker activity that you can use in your 

class to help build student rapport (Raba’2017).  

Some teachers and instructors are happy to create a new environment 

in the classroom based on cooperation and interaction, but for them there 

are lots of types of icebreakers which can be used in certain situations and 

not suitable for all lessons, sessions and workshops. There are some 

icebreakers which can suit courses, also there are lots of icebreakers which 

are used a lot, and students consider them boring. (McKeachie ,1999:45). 

Icebreakers work better and give positive results if they are relevant 

to the content of the lesson, and they have specific goals to be achieved, 

and to be distributed to appropriate groups. The best icebreakers simply are 

those which let students get involved in the activity and give opportunities 

to each student to work and learn.  In addition, icebreakers are not viewed 

as obligations and duties to be carried out at the beginning of the first 

lesson of a course, but rather they are viewed as ways to continue building 



18 

community and introducing new topics (McKeachie ,1999). In this respect 

they can flip classroom interaction which results in conducive classroom 

atmosphere (Raba’2018). 

Ice breakers are beneficial in varied types of classes, at a variety of 

levels and for most class sizes. Instructions summarize the activity, provide 

directions, estimate the time needed for the activity, and suggest the most 

effective class size, variations, and any materials needed(Eggleston & 

Smith, 2002). Icebreakers can define the way teachers plan their classes. 

Dover (2004) ascertains that icebreakers can be used to meet the needs of 

students and goals of the curriculum. Moreover, Icebreakers also allow 

teachers to show students how enthusiastic are they toward the subject to 

be taught. 

According to Leblanc (2011) icebreakers would help learners to 

focus on the task and neglect everything outside the classroom. When the 

activity is done, students will be ready to start learning and  concentrating  

on the lesson. Moreover, teachers will be ready to grab all students’ 

attention and enthusiasm.  

The researcher strongly believes that using icebreakers improves 

teaching, makes students confident and cooperative and they interact with 

each other and with the teacher. The key component for successful 

classroom is students’ enthusiasm which can be guaranteed by choosing the 

appropriate time for activities that triggers all students’ participation in a 

comfortable setting. Icebreakers are the tools that enable the group to 



19 

interaction between members to be easier and smoother. According to 

Siegenthaler (2007) they are warm ups; they act as openers to stimulate 

motivation and interest toward the lesson to be taken. Kanu(2011) added 

that icebreakers cant only be used in the beginning of the lesson but also in 

the middle and in the end to restore lost concentration. 

Some researchers as Jenkins(2001) mentioned that the time limit for 

icebreakers shouldn’t be too short or too long. He also believes that 

icebreakers should be easy to ensure that students aren’t intimidated from 

the new material. Moreover, teachers should be creative and choose 

different icebreakers with specific objectives in the mind, and they 

shouldn’t keep on using the same icebreaker, because after a while it 

becomes so boring. In addition, icebreakers must be dynamic and diverse to 

ensure students participation. Icebreakers should be relevant, friendly, 

light, short and interesting. They can set the tone for the lesson content and 

format, and build credibility (Dover, 2004). 

Icebreaker activities lead to energized language learning that 

encourages participation and stating learners’ perspectives. As stated by 

Richards and Rogers (2001), using implementations of humanistic 

approaches such as "silent way, total physical response, suggestopedia, and 

community language teaching may have positive effects in improving 

students' speaking ability" (p.16). Tsou (2005) listed in his article a number 

of the researchers (Hanania and Gradman, 1977; Krashen, 1982; Dulay, 

Burt, and Krashen, 1982; Rodriquez, 1982) who believe in the help that the 



20 

natural silent period can offer in the language acquisition process. 

However, others strongly disagree with the benefits of the silent period and 

emphasized the role of speaking and employing learners’ linguistic 

knowledge in language learning as(Elis, 1988, 1993, 1999; Ely, 1986; 

Gomez, 1995; King, 1993; Seliger, 1977; Spada, 1986; Long, 1981; Swain, 

1985, Tsui, 1992; Wagner- Gough and Hatch, 1975).  

Studies show a direct relationship between students’ participation in 

classroom discussions and their educational achievement (Lim, 1992; 

Wudong, 1994; Zhou, 1991). Icebreaker activities are significant for 

learners’ oral participation in classroom discussions. Teachers should plan 

and conduct icebreaker activities to minimize students’ anxiety while 

speaking in the target language (Hilleson, 1996; Riasiti, 2011; Subasi, 

2010). These icebreaker activities must be chosen and arranged to meet 

students’ interests and level of proficiency. Not all learning situations are 

the same, each one face different problems (Abdullah & Abdulrahman, 

2010).  

Using games as icebreakers in the teaching process would ease the 

acquisition of new information is crucial in learning speaking and reading 

skill (Deesri,2002). Icebreakers in EFL classrooms could also be in the 

mother tongue which would facilitate and enhance learning efficiency. 

Icebreakers could be songs, repeating of sentences or utterances games or 

role play would encourage and motivate students to pay attention, 

participate and interact with other members of the group (Yeganehpour, 

2012). 



21 

Researchers like Bailey (2005) and Songsiri (2007) found that 

Teachers’ responsibility exceeds instructing students and scoring their 

exams to the conducting of good complete syllabus with enough number of 

diverse icebreakers activities similar to what happens in students’ daily 

lives like making a phone call, poking a ticket, reserving a place in a 

restaurant and how to ask for permission. These are the types of activities 

that interest students and attract their attention. They supplied teachers with 

some tips to enhance positive attitudes toward successful communication in 

the classrooms that would last forever: students concentrate more in 

relaxed and fun atmosphere. So, teachers should avoid using tangible 

rewards or construct competitive tasks. Students should be encouraged to 

keep trace of their own work and feel the value of communication. In 

addition, teachers must help students to develop their self-esteem and 

concentrate on their strengths. 

2.5 The relationship between icebreakers and motivation 

Icebreakers and motivation are interrelated. Icebreakers mirror 

teachers’ enthusiasm and excitement toward the subject matter they are 

about to explain which can reflex on the students’ reactions. The best way 

is to link the new material to learners’ previous knowledge. When learners 

find out that they are familiar with the new subject their motivation 

increases toward building new knowledge regarding it. Overall, icebreakers 

can increase learners’ motivation toward leaning. 

Most English teachers adopt teaching methods that are not attractive 

for learners. These strategies cause boredom and dullness. Consequently, 



22 

students become less motivated to learn. Using icebreakers require more 

planning and preparation on behalf of teachers. Time limit consideration 

used for icebreakers is a basic element when planning a lesson. Teachers 

should pay attention not to take time more than needed to grab learners’ 

attention. 

An essential consideration must be taken in order to achieve success 

in learners’ academic life. Learners mustn’t feel distanced and not 

belonging to the learning environment. Icebreakers can help students adapt 

to new learning experience. Learners come with various expectations about 

the learning situation and the outcomes they can achieve.  

Putting emphasis on the activities used to create fun, active and 

inclusive language classrooms. Icebreakers works as facilitators for 

interaction where learners can introduce themselves and know more about 

their classmates to work as teams and collaboratively on the basis of semi 

structured communication as classrooms are social places and not only for 

learning. Icebreakers ease the transition process into new educational 

atmosphere. The beginning of the class period can define and affect 

strongly the rest of it and students’ feelings toward the subject being taught. 

Icebreakers help the teacher to show students how enthusiastic are 

they toward the subject matter, learning, and the learners themselves. 

Icebreakers establish a link with learners’ prerequisite knowledge and 

relating it to what they are familiar with in the beginning of the class. 

Icebreakers can be an effective tool to review what students have learnt in 



23 

previous classes. They can facilitate learning when teachers illustrate the 

links between the content and the goals students are working to achieve. 

Students learn better if they are aware of the returns of their learning (Reid 

et al, 2005; Wood & Solomonides,2008). Icebreakers can lead to 

discussions with students about the content they are going to learn about 

and the best method that could be used to learn better.  

The relationships between the students and teachers and between 

students themselves constitute an important part of learning. Icebreakers in 

the beginning of a unit can define the relationship between the teacher and 

students, and between student and student. How icebreakers activities 

develop form the later interactions (McKay, 2002). Interactions between 

learners in groups are a necessity. Icebreakers are a felicitous approach to 

facilitate these interactions and can lead to creating a positive learning 

environment where learners feel free and safe to participate. Employing 

icebreakers breaks down barriers and cultural differences among students 

which contribute in overcoming problems of embarrassment and isolation. 

Motivation to learn is the core requirement for successful learning. 

Learners are often over intimidated by failure and so they are overcome by 

feelings of anxiety, fear, and reluctance to be a part of the class discussions. 

Thoughts of learners’ being incapable to keep up with subject complexity 

lead to draining their mental abilities to memorize, focus and concentrate. 

Their fear of failure focuses their attention on passing exams with no 

consideration to the actual learning they would really benefit from cause 



24 

them to be passive learners. The point is turning these negative feelings 

into positive motivation to do more efforts in the learning than just passing 

the course. Teachers need to create a teaching and learning environment 

that will help students relate the success back to their original motivation 

for being in school and re-energise them to learn the material. 

Icebreakers allow learners to communicate and interact in groups. 

Students share their own opinions about the lessons in group discussions. 

The fundamental reward of using icebreakers is proving to learners that 

school and learning aren’t detached from feeling of happiness and pleasure. 

Rodrigues (1982) breaking the ice and making sure students are motivated 

and energized can create fun atmosphere and facilitate learning. She adds 

that icebreaker and warm-up activities have the same goal which is keeping 

brain working. Icebreakers success is connected to them being suitable to 

learners’ needs and levels.  

Nguyen (2008) motivation is an essential force that drives students to 

complete the learning tasks and acquire knowledge. According to 

Wlodkowski (2010) motivated learners would achieve more success than 

less motivated learners even if they share the same capabilities. If learners 

are not motivated to do the required tasks the learning process would be 

accompanied with boredom, rigidity, distraction and frustration. It’s 

noticeable that students learn better when they are concentrating, feeling 

fresh and amused than when they are feeling bored and tired. They seem to 

receive and build knowledge faster in the morning classes and the 



25 

knowledge acquisition efficacy reduces through the day to its minimum 

capacity in the evening classes. Icebreakers innovates students experience 

with new or difficult subjects. Icebreakers also acquaint learners with each 

other and create a friendly atmosphere that encourages cooperation 

(Draves, 1997).  

2.6 Summary 

What this section shows is the great interest of many researchers to 

highlight the importance of using icebreakers to increase motivation in 

classrooms.  The study results go in accordance with the results of Shumin 

(1997), Pillai(2007) and Dover(2004) who all agreed that icebreakers 

create a fun enjoyable atmosphere to allow interaction among learners in a 

fun, relaxing situation which helps to break the barriers between them. 

Moreover, classroom atmosphere is a fundamental component in success as 

they break dull exercises and lessons. The researcher also agrees with 

Soraya who added that icebreakers are necessary to break rigidness. The 

results of the study emphasized the value of icebreakers in motivating 

cooperation among students as Kelly and Sumardini wrote. Others like 

irachmat , sunarto and novasari concluded the power of icebreakers in 

enhancing enthusiasm and facilitating creative thinking. The researcher 

also agrees with McKeachie that There are some icebreakers which can suit 

courses, also there are lots of icebreakers which are used a lot, and students 

consider them boring. In addition, the researcher reemphasizes. The ideas 

of Sonsiri have about teachers responsibility to conduct complete syllabus 



26 

with enough number of diverse icebreakers activities similar to what 

happens in students’ daily lives like making a phone call, poking a ticket, 

reserving a place in a restaurant and how to ask for permission. In the end 

the researcher ascertains the findings of Wlodkowski that motivated 

learners would achieve more success than less motivated learners even if 

they share the same capabilities. 

On the other hand, the researcher and the study results came in 

disagreement with (Hanania and Gradman, 1977; Krashen, 1982; Dulay, 

Burt, and Krashen, 1982; Rodriquez, 1982) who believe in the silent period 

significant role in language acquisition. The researcher believes in the 

communicative and cooperative methods that stimulate real life events in 

developing proper speaking skills in the target language. 

What this study adds is the benefits of using icebreakers in teaching 

English as a second language and how appropriate the tenth graders’ age 

for the use of icebreakers strategy as a stationary stage where they can stop 

being under evaluation pressure and just discuss topics whether this 

strategy is applied in the beginning, middle or end of the class. This would 

allow teachers not only to find out learners’ previous knowledge of the 

subject but also to take advantage of this strategy as a way for integrating 

tenth graders with the actual use of ESL.  

Certain activities can reduce anxiety. For example, role plays 

activities where students generally take on a new personality with a new 

name. This helps them to keep their self-image safe by disguising their true 



27 

self with a new identity and this can in a certain way reduce their fear of 

negative evaluation. Moreover, group discussions (teachers should form 

groups from students with mixed abilities) this creates bigger chance for all 

learners to participate, since what they are not evaluated as right or wrong. 

Games like describing pictures and guess by using wh-questions while 

students are in group or pairs can be integrated into speaking activities. 

This counts much less threatening for shy students. 

Teachers play exclusive role; they should stimulate learners to use 

English while interacting with their classmates and their teachers. Teachers 

also should convince students that they practice English speaking, the more 

battle against speaking anxiety (Ansari,2015).  

  



28 

 

 

 

Chapter Three 

Methodology and Procedure 

 

3.1 Introduction 

3.2 Instruments of the Study 

3.3 population and Sample of the Study 

3.4 Limitations of the Study 

3.5 Validity of the Study Tools 

3.6 Reliability of the Study Tools 

3.7 Procedure of the Study 

3.8 Statistical Analysis 

3.9 Variability of the Study 

3.10 Originality and Limitations of the Methodology 

3.11 Pilot Study 

3.12 Ethical Issues 

3.13 Summary 



29 

Chapter three 

Methodology and Procedure of the study 

3.1 Introduction 

This part presents the methodology that is used in this study; the aim 

is to determine the teachers’ and students’ perspectives towards the use of 

ice-breakers; it also presents the population of the study, the sample, the 

instruments of the study, and the statistical analysis. 

The study is descriptive one and is conducted to determine whether 

the perspectives of the teachers and students towards using icebreakers 

strategy are positive or negative. These perspectives were measured by a 

questionnaire and an interview designed purposively by the researcher after 

reviewing some relevant questionnaires. 

3.2 instrument of the study 

The researcher developed a 30-item questionnaire to be distributed 

among the sample of the teachers who teach English -39 English teachers- 

for the tenth graders. The second tool is a 12- question semi-structured 

interview with 20 male and female students to be selected from different 

schools. 

In order to analyze the data, the researcher uses (SPSS) statistical 

program, independent T-test, and One -Way ANOVA. Descriptive 

statistics, means, standard deviations and percentages, are also be used to 

answer the questions of the study. Finally, the results of the study are 

discussed and recommendations are suggested. 



30 

This study includes three independent variables: gender for both 

teachers and students (male or female), educational level only for teachers 

(diploma, bachelor, master or more) and years of experience for teachers 

only (1-5 years 6-10 years or more than 10). 

3.3 Population and sample of the study 

The population of the study are all male and female teachers of 

English in Nablus city schools. (39 male and female English teachers). In 

addition, the interview population is tenth graders males and females from 

Nablus city schools. The sample of the study was chosen randomly and is 

distributed according to the independent variables. Tables 1,2,3 and 4 show 

the distribution of the study samples. 

Table (1): Sample of the teachers’ distribution according to gender 

Gender Frequency Percentage(%) 

Male 18 46.2 

Female 21 53.8 

Total 39 100.0 

Table (2): Sample of the teachers’ distribution according to 

qualifications 

Qualification Frequency Percentage(%) 

Diploma 5 12.8 

Bachelor 28 71.8 

Master 6 15.4 

Total 39 100.0 

Table (3): Sample of the teachers’ distribution according to experience 

Experience Frequency Percentage (%) 

(1-5)years 5 12.8 

(6-10)years 8 20.5 

(11and more) 26 66.7 

Total 39 100.0 



31 

Table (4): Sample of the Students’ Distribution According to Gender 

Gender Frequency Percentage (%) 

Male 5 50 

Female 15 50 

Total 20 100.0 

3.4 Limitations of the study  

This study considered the following limitations: 

• Human limitation: All tenth grade English teachers and tenth grade 

students in Nablus directorate  

• Locative limitation: Nablus city schools- Palestine. 

• Time limitation: the study was conducted during the second semester of 

the academic year 2018/2019. 

• Topical limitation: the study deals with the effect of using icebreakers 

strategy in enhancing motivation and creating conducive classrooms for 

tenth grade learners. 

3.5 validity and reliability of the tools of the study 

Validity of the questionnaire 

To check the validity of the first study tool (the questionnaire), it was 

given to a number of TEFL specialists from an Najah National University; 

two supervisors and two experienced Teachers of English from directorate 

of Education in Nablus district; they were asked to give their evaluation of 

the questionnaire content and how appropriate it is to the aim of the study. 

Their justification and suggestions were taken into consideration. For 



32 

example, four of the questionnaire items were modified until they appeared 

in the researchers’ final modification. (see appendix A) 

3.6 reliability of questionnaire 

In order to check the degree of reliability for the questionnaire, 

Cronbach alpha was calculated and table (2) below show that the degree of 

reliability was (0.88) which is considered suitable for the purpose of the 

study. 

Table (5): Alpha formula of instrument reliability  

Domain Number of items Reliability coefficient 

Teachers’ questionnaire 30 0.88 

Table (3.2) shows that the reliability coefficient is high, and 

appropriate for the purpose of the study. 

Validity of the interview 

To ensure the validity of the second item of the second tool 

(interview), the interview items were shown to the same jury mentioned 

earlier in this chapter. They recommended changes in items 2,4&5  until 

they became as the final result. (see appendix B) 

3.7 Procedure of the Study and its Analysis 

The respondents of the study were selected randomly from among all 

tenth grade students and English teachers at Nablus directorate during the 

second semester of the scholastic year 2018/2019. 



33 

This study aimed at enhancing learners’ motivation and creating 

conducive classrooms for learning ESL by the integration of icebreakers 

that facilitate the creation of enjoyable atmosphere and as a result 

improving learners’ speaking and communication skills. to do so, the 

researcher used two tools: a questionnaire which was distributed among 39 

English teachers and an interview with 20 tenth grade students. 

The following procedures were taken to conduct the study 

1. The researcher gathered and reviewed a large amount of related 

literature, which provided her with sufficient beneficial information to 

form the research problem. 

2. The researcher attended few classes for the tenth grade in different 

schools in Nablus directorate to form a clear image of the current 

general atmosphere. 

3. The researcher checked the validity and reliability of the two tools used 

in the study by asking experts in EFL to revise them. The study tools 

were considered suitable for the purpose of the study and made the 

needed adjustments. 

4. The researcher took permission from the faculty of graduate studies 

who sent the permission to the needed to facilitate the researcher’s 

information gathering by distributing the questionnaire and conducting 

interviews. 



34 

5. The researcher distributed the questionnaire among teachers of English 

for the tenth grade and they were asked to add anything to the 

questionnaire freely for the sake of achieving validity and reliability. 

The same thing was done with the interview. 

6. The researcher worked on collecting all the questionnaire copies from 

participants. Then the collected data from the questionnaire and the 

interviews were statistically treated. 

3.8 Statistical analyses 

The following statistical procedures were employed to analyze the 

data collected. 

� Frequencies, means, standard deviations and percentages. 

� Cronbach alpha formula to check the internal reliability of the tools of 

the study. 

� T- test  

� One way anova test 

� Post hoc test 

3.9 Variables of the study  

The variables of the study were as the following: 

The independent variables: 



35 

For the English teachers questionnaire  

• Gender variable: Male & Female 

• Experience:1-5 years 

6-10 years 

11 and more 

• Qualification: Diploma 

Bachelor 

Master 

Dependent variable 

The Role of Ice-breaker Strategy in Enhancing Motivation and 

Producing Conducive Classroom Atmosphere for the Tenth Graders in 

English Classes in Nablus City Schools from the Perspectives of Teachers 

and Students. 

3.10 Originality and limitation of methodology  

This study is one of the studies conducted to deal with learners’ 

deficiency to speak and communicate using the English language due to 

several reasons. The purpose of the study was to emphasize the important 

and significant role that icebreakers strategy plays in enhancing learners’ 

motivation and the creation of conducive classes for learners of English in 

general and school level in particular. 



36 

The researcher worked to find out more about teachers and students’ 

opinion about the significant role icebreakers play in improving classes and 

learning atmosphere. The researcher used the qualitative approach 

represented by conducting interviews with students of tenth grade and 

quantitative approach by using the questionnaire for teachers. 

The limitation of the study was the use of only a questionnaire and 

interviews to collect data. 

3.11 Pilot Study 

The researcher used a pilot study to check the suitability of 

instruments for the purpose of the study and to see if any adjustments are 

demanded before the actual application. The researcher implemented the 

pilot study on 30 students from the tenth grade in kofor kalil secondary 

school in the first semester of the scholastic year 2018/2019. These 

students were asked about their attitude towards using strategies like 

icebreakers after being introduced to it and what the role of it in enhancing 

motivation and improving language acquisition. During the pilot study the 

researcher observed that using icebreakers strategy and improving classes 

atmosphere are interrelated. 

3.12 Ethical issues 

Before conducting the study, a written consent was obtained from the 

Faculty of Graduates Studies at an Najah National University. This 

permission is to inform all participants that their answers are confidential 

and anonymity is guaranteed. Moreover, the participation is voluntary. 



37 

3.13 Summary 

This chapter is about the study method, instruments, questions, target 

population, the validity and reliability of the two instruments used ( the 

questionnaire and the interviews), study procedures, study design, 

statistical data analysis, independent and dependent variables of the study, 

pilot study implementation, and ethical issues. 

  



38 

 

 

 

Chapter Four 

Results 

 

4.1 Introduction 

4.2 Results of the study 

4.3 Results of the second tool, the interview 

4.4 Summary 

  



39 

Chapter Four 

Statistical analysis and Results 

4.1 Introduction 

In this chapter, the researcher presents the result of the study tools 

used to answer the question “what is the degree of using icebreakers in 

English classroom practices?” the results of the teachers of English 

questionnaire and the results of tenth grade students interviews. 

4.2 Results of the study 

For achieving the purpose of the study, the researcher used means, 

standard deviations and estimation level for each item. 

The following percentages and ranks are used to explain and 

interpret the results of the main question of the study 

Table 6: percentages and ranks 

 Percentage Rank 

1 80% and more very good 

2 70%-79% Good 

3 60%-69% Medium 

4 50%-59% Poor 

5 less than 50% very poor 

4.2.1 The results of the main study question which is: 

What is the role of Ice-breaker strategy in enhancing motivation and 

producing conducive classroom atmosphere for the tenth graders in English 

classes in Nablus city schools from the perspectives of teachers and 

students? 



40 

The following table illustrates the items that used in the 

questionnaire, and it shows the means, percent and degree for each item. 

Table (7): Means, percentages and degrees of the items of the study 

tool 

No. Item Means Percent degree 

1 

Require teachers’ knowledge of the 

suitable kind according to the age and 

level of students. 

4.07 81.53 
Very 

good 

2 
Need step-by-step instructions and then 

need to be demonstrated. 
4.02 80.51 

Very 

good 

3 

Succeed when they are planned, and 

have clear instructions with enough 

time for students to think. 

3.94 78.8 good 

4 
Are attractive for all students to 

participate in. 
4.1 82 

Very 

good 

5 Are frustrating mostly. 3.82 76.4 good 

6 
Increase students’ speaking and 

listening. 
4.1 82 

Very 

good 

7 Don’t suit all students’ levels. 4 80 
Very 

good 

8 Enhance participation. 4.1 82 
Very 

good 

9 
Don’t create a positive group 

atmosphere. 
3.74 74.8 good 

10 Help people to relax. 4.20 84.1 
Very 

good 

11 Help us to get to know one another. 4.02 80.5 
Very 

good 

12 Are necessary for all topics. 4.10 82.05 
Very 

good 

13 Are a waste of time. 4 80 
Very 

good 

14 
Need a lot of instructions and students 

can’t carry out them perfectly. 
3.74 74.8 Good 

15 
Create conducive classroom 

atmosphere. 
3.74 74.8 Good 

16 Help people remember names. 3.71 74.34 Good 

17 Are energizers for students 3.84 76.8 Good 

18 Are good openers to start any lesson. 3.69 73.8 Good 



41 

19 
Allow participants to express their 

expectation. 
3.76 75.2 Good 

20 Build a sense of community. 3.76 75.2 Good 

21 
Are physically uncomfortable for some 

students. 
3.61 72.2 Good 

22 

Engage participants in the learning 

process and set the tone for 

participation. 

3.82 76.4 Good 

23 
Break down barriers between the 

students and the teacher. 
3.92 78.4 Good 

24 Encourage students to think differently. 3.87 77.4 Good 

25 
Are good methods to introduce new 

material. 
3.87 77.4 Good 

26 
Stimulate students’ ability to think 

about the next topic. 
4.1 82 Good 

27 
Activate students and class room 

atmosphere. 
3.87 77.4 Good 

28 
Are effective tools to review tests in a 

joyful setting. 
3.87 77.4 Good 

29 
Help teachers discover where students 

are relative to the topic 
3.76 75.2 good 

30 

Establish positive rapport with students 

and foster a productive learning 

environment. 

3.92 78.4 Good 

 Total 3.98 79.8 Good 

Table 5 shows that the total degree of using icebreakers in English 

classroom practices is (79.8) which is good degree. The highest percentage 

was given to item 10 (They help people to relax), on the other hand, the 

lowest percentage was given to item 21(Are physically uncomfortable for 

some students). 

Furthermore, this table shows that ten items received a very good 

degree, and the rest received good degrees, these findings indicate that 

there is a high level of satisfaction from the teachers towards using 

icebreakers.  



42 

4.2.2 Results related to question two which is:  

“Are there significant differences in teachers’ perspectives towards 

using icebreakers at (α=0.05) due to gender?” 

In order to answer this question, two independent sample T-test was 

used and table 6 explains the results 

Table (8): two independent sample T-test for variable of gender 

Gender N Mean 
Std. 

Deviation 
T- value Sig.* 

Male 18 3.86 0.30 2.133 0.035* 

Female 21 3.93 0.28   

• Significant at (α=0.05)   

Table number six shows that there are significant differences in 

teachers’ perspectives towards using icebreakers at (α=0.05) due to gender 

in favor of females.   

4.2.3 Results related to question three which is 

 “Are there significant differences in teachers’ perspectives towards 

using icebreakers at (α=0.05) due to years of experience?” 

The researcher used One Way ANOVA Test to analyze the data from 

the questionnaire, and the following table illustrates the results of this 

analysis 

  



43 

Table (9): One Way ANOVA Test results due to experience 

 
Sum of 

Squares 
Df 

Mean 

Square 
F Sig. 

Between Groups 0.213 2 0.106 1.260 0.046* 

Within Groups 3.039 36 0.084   

Total 3.252 38    

The results of table(9) show that there are significant differences at α 

= 0.05 between the teachers attitudes towards using icebreakers due to 

experience. The significant was (0.046) which is less than (0.05). In order 

to know the differences, post hoc LSD Test was used and table 7 shows the 

results. 

Table(10): Post hoc LSD Test results due to experience 

Experience/level (6-10)years (11and more) 

(1-5)years 0.13356* 0.25612* 

Table 8 shows that there are significant differences between 

experience level ((1-5) years) and levels of ((6-10) years and (11and more)) 

if favor of (1-5) years). 

4.2.4 Results related to question four which is: 

Are there significant differences in teachers perspectives towards 

using icebreakers at (α=0.05) due to qualification?” The researcher used 

One Way ANOVA Test to analyze the data from the questionnaire, and the 

following table illustrates the results of this analysis 

Table (11): One Way ANOVA Test results due to qualification 

 
Sum of 

Squares 
Df 

Mean 

Square 
F Sig.* 

Between Groups 0.225 2 0.162 

2.135 0.235 Within Groups 3.015 36 
0.143 

Total 3.240 38 



44 

The results of table (9) show that there are no significant differences 

at α = 0.05 between the teachers’ attitudes towards using icebreakers due to 

qualification. 

The significance was (0.235) which is more than (0.05). 

4.3 Results of the second tool, the interview 

The semi-structured interviews were conducted as complementary 

tool for gathering data about the role of icebreakers strategy in enhancing 

motivation and creating conducive classes. Participants were given ten 

questions to answer. The order of questions varied according to 

participants’ answers. The researcher depended on creating relaxing 

atmosphere without giving participants the feeling of being interrogated. 

Simple and straight forward language was used in questions to be suitable 

for tenth graders and to allow them to express their attitudes toward 

icebreakers with comfort. 

In the beginning, the researcher explained the goal of conducting 

these interviews with participants and that the data are used for scientific 

purposes only. After taking the interviewees permission to take detailed 

notes, the researcher started conducting the interviews. Interviewees were 

told that they are free to change answers given during the interview. In the 

end, the researcher collected, organized and analyzed the data collected. 

Participants in the interview were all in the tenth grade from Nablus 

city school, mostly they were students at al Fatimiya secondary school with 



45 

the contribution of participant from Asssalahiya secondary school, Saa’d 

ibn Amer, Rafidia school and kofor kalil school. 

Table (12): The interview questions 

No  

1 
Does your English teacher use icebreakers in the beginning of 

every new lesson? 

2 Do you enjoy icebreakers and find them interesting? 

3 
Do icebreakers create cooperative and comfortable classrooms 

atmosphere? 

4 
Do icebreakers help you to build relations with your classmates 

and how? 

5 Do you think icebreakers are a waste of time and why? 

6 Do icebreakers encourage you to think differently? 

7 
How can icebreakers make a difference in your feelings about new 

materials? 

8 Do icebreakers decrease your anxiety toward new lessons? 

9 What is your favorite icebreaker activity? 

10 Do you find some icebreakers physically uncomfortable? 

11 
Do you think icebreakers are necessary in each lesson plan or just 

lessons you aren’t familiar with them? 

12 
Do icebreakers give more chance for students to express 

themselves and what they know? 

The answers of the questions of the interview 

Does your English teacher use icebreakers in the beginning of every 

new lesson? why? 

Due to most students’ unfamiliarity with the meaning of the concept 

“icebreakers”, the researcher had to start with explaining to them what this 

strategy is.  Most students affirmed that this kind of strategy was never 

used by their English teachers. others said that the implementation of such 

strategy wasn’t taken seriously and that their teacher only asked two or 

three students at most about things connected with the lesson they are about 



46 

to take to evaluate their previous knowledge or to see if they remember the 

topic from earlier classes. Few students answered positively that their 

teacher gives them the appropriate time necessary to discuss topics in 

groups. 

The ability to stand up in front of all the class members and to speak 

English is a serious problem that the majority of learners face. Being 

embarrassed and shy of making mistakes is a serious obstacle. The 

appropriate use of icebreakers and setting them to groups can develop 

feelings of security and being relaxed. This allows learners to be more open 

and to express themselves by engaging in discussions. 

All the interviewee agreed that integrating icebreakers increases 

motivation and interest in the subject matter being discussed. In other 

words, it would decrease distractions students face because of feeling 

detached from the topic and the process itself.  

Engaging learners in discussions by the use of icebreakers in a fun 

atmosphere doesn’t just interest them but also develop feelings of 

achievement that they really took part in the class discussion. This 

increases their self-esteem and as a result improves their English-speaking 

skills in specific and language learning in general.  Students also develop 

trust in their teacher; they appreciate their teachers’ effort to take every 

possible chance to engage them in the learning process.  

Some teachers believe that using icebreakers is a waste of time and 

would distract them and their students from the actual pre planned lesson. 



47 

They prefer to focus on the textbook and to depend on the traditional way 

of teaching. A lot of teachers in our schools still believe that languages are 

acquired by memorizing set of rule and vocabulary lists without paying 

attention to learners’ true interaction and proper language employment. 

Do you enjoy icebreakers and find them interesting? 

All interviewees agreed on their urgent need of icebreakers in each 

English class. They believe that periods devoted for unevaluated use of 

language in a relaxing environment is fun and productive at the same time. 

They all emphasized the role of icebreakers in triggering the mind 

potentials to think out of the box. The general atmosphere where they are 

gathered in group and feel secured to speak without being judged interest 

them to participate.  Also, the varied types of icebreakers are interesting 

and overcome feelings of boredom and monotonous.   The repeated use of 

the same icebreaker would by time develop negative feelings. 

Do icebreakers create cooperative and comfortable classrooms 

atmosphere? 

Do icebreakers help you to build relations with your classmates and 

how? 

The third and fourth question answers came very close. Interviewees 

approved that icebreakers and working together in groups facilitate their 

cooperation where all of them work together for the same purpose. This 

kind of activities help learners build on each other’s knowledge. Even if 

learners don’t have adequate knowledge about the subject matter being 



48 

discussed, listening to their classmates triggers their minds potentials to dig 

deep and think creatively.  

The interviewees also agreed that being in groups makes them feel 

more secured and comfortable. They develop a bond easier with the group 

members and feel more able to speak and share their thoughts without 

being criticized and picked on compared to speaking directly in front of all 

the class members. When students are set in groups, they can relate to other 

members of the group easier and know more about them.  

Few students answered that they prefer individualistic way of 

learning. They prefer to depend on teachers’ explanation of the subject 

without any intrusion in the process from themselves or their classmates. 

They regard activities as icebreakers as source of distraction and wasting 

time. 

Do you think icebreakers are a waste of time and why? 

Most interviewees’ answers came negative. They don’t believe 

icebreakers are a waste of time at all.  They affirmed their contentedness of 

the importance of icebreakers integration in foreign language learning to 

offer them chances of using language sparingly without having to wait for a 

small chance of saying a sentence and wait for their classmates to 

participate. Our schools face the problem of having a huge number of 

students in each class. For example, there are at least 38 students in every 

classroom which give learners a small or even no chance to have a part in 

discussions or use of language they are learning. Icebreakers use and 



49 

dividing learners in groups offer all students the proper chance to be a part 

of a discussion and to employ language items they learn in conversations.  

However, a lot of teachers and students who defend the traditional 

way of teaching believe in only approaching text books material and that 

the use of icebreakers is nothing but distraction and deviation from the 

main idea. In spite of the development of learning methods and teaching 

strategies that emphasizes the great role of communicative learning, many 

teachers still prefer to be the center of classrooms and the only source of 

information. 

Do icebreakers encourage you to think differently? 

The use of icebreakers according to interviewees help them to think 

of the subject from various aspects through listening to their classmates 

ideas and building on them till they come to a conclusion. Icebreakers 

stimulate creativity in thoughts through offering learners opportunity to 

think in a comfortable, stress free situation where they don’t feel as being 

tested by teachers. This stress free situation allows them to see different 

aspects of everything and to brace difference in opinions and ways of 

thinking other students have respectfully.  

How can icebreakers make a difference in your feelings about new 

materials? Do icebreakers decrease your anxiety toward new lessons? 

Interviewees assured that most of times they are intimidated by the 

idea of a new subject. They get anxious about whether they will succeed in 



50 

mastering the new skills they are about to take or not. Starting with 

icebreakers makes students familiar with the new topic in a relaxing way 

with no strengths attached. Also, when learners gain more knowledge about 

the material from employing their previous knowledge in the process or 

from hearing to what their group members have to say about the topic. This 

gives students a good amount of self esteem to trust themselves and their 

potentials to learn.  

Self esteem plays a great role in learning in general and language 

acquisition in particular. As the researcher previously mentioned, most of 

learners’ deficiencies to speak in English is due to their lack of self esteem 

and their fear of making mistakes. 

What is your favorite icebreaker activity? 

Do you find some icebreakers physically uncomfortable? 

A lot of interviewees answered that they like all kind of icebreakers. 

Yet, they prefer games as puzzles, guessing answers with the use of wh-

questions and problem solving by working together in pairs or groups. 

Students like simulation and role play icebreakers where they have the 

chance to speak with saving their self-image as they pretend to be other 

characters. They feel safer when they make mistakes because they are 

taking other names and so they are given bigger chances to speak without 

being intimidated by being judged and evaluated.  



51 

Regarding the second question, learners answered with negation. 

They believe that icebreakers that offer them the chance to move would 

reenergize them and break the monotony of English classes.  

Do you think icebreakers are necessary in each lesson plan or just 

lessons you aren’t familiar with them? 

The majority of interviewees answered that having icebreakers in the 

beginning of new lesson helped enormously with enhancing their self-

esteem and making sure they have prior knowledge about the subject 

matter and triggering their minds to think in different ways by listening to 

what their classmates know and think about the topic. Icebreakers whether 

used in the beginning of a new lesson or in any time are an opportunity to 

express their opinions and show their attitude towards topics. 

4.4 Summary 

In this chapter, after the results of the study tools are collected, the 

results of the study are presented by the researcher; the results are 

computerized and statistically analyzed by the use of the statistical package 

of social sciece (SPSS). 

  



52 

 

 

 

Chapter five 

Discussion, Conclusion and 

Recommendations 

 

5.1 Introduction 

5.2 Discussion 

5.3 Conclusion 

5.4 Recommendations 

  



53 

Chapter five 

Discussion, Conclusion and Recommendations 

5.1 Introduction  

In this chapter, the researcher included the results, discussion, 

conclusion, and some recommendations. 

5.2 Results Discussion 

Discussion of the results of the main study question which is: 

What is the role of Ice-breaker strategy in enhancing motivation and 

producing conducive classroom atmosphere for the tenth graders in 

English classes in Nablus city schools from the perspectives of teachers 

and students? 

Results showed that the roles of using icebreakers in enhancing 

motivation and creating conducive classrooms were high from both the 

teachers’ perspectives and students’ perspectives. The researcher divided 

the results in two sections: the questionnaire for teachers of English and 

interviews for tenth graders in Nablus city.  

As for the results of the first tool (the questionnaire) the total degree of 

the responses on the role of using icebreakers in enhancing motivation 

and creating conducive classrooms was (79.8) which suggest a high level 

of attitude.  

The highest percentage was given to the item (They help people to 

relax) which scored (84.1), on the other hand, the lowest percentage was 



54 

given to the item (Are physically uncomfortable for some students) which 

scored (72.2).  

The findings indicate that there is a high level of satisfaction and 

agreement from the teachers towards using icebreakers in enhancing 

motivation and creating conducive classrooms for the tenth graders in 

Nablus city. The use of icebreakers strategy not only increased learners’ 

enthusiasm and motivation, it also lowered learners’ anxiety levels. They 

can increase learners’ interest in the subjects to be studied and break 

classes’ monotony. These findings go in accordance with (alarifin and 

suzanah 2014). This also agree with ( Soraya,2014) in icebreakers ability to 

break rigid classrooms and creating relaxing environments. The 

implementation of these strategies makes learning more fun and 

sustainable.  

The use of icebreakers proved to create good rapport between 

teachers and students; students develop trust easily in their teacher when 

they see the efforts being embraced by their teachers for the sake of 

facilitating their learning. These results go in accordance with 

Rabaa’(2017). In addition, the researcher believes Icebreakers help in 

building a sense of community and collaboration among students which has 

a positive influence on language acquisition and increasing learners’ 

speaking time and participation in classes. In most of language courses, the 

higher the level of language proficiency the lower the frequency of 

icebreaker instances. While, on the basis of this study, there is a remarkable 



55 

difference in the speaking ability of EFL students who use icebreakers in 

speaking classes and those who do not use this strategy. Teachers may help 

students to use language as a means of communication. By this way, 

students are encouraged to speak more comfortably, especially in high 

levels that most of their attempt is to find the best structure, to have the best 

choice of words, and to speak fluently. This agrees with Kelly (2004), 

Magnam (2005), Also, the researcher found that good icebreakers demand 

previous preparation from teachers to consider varying them and to 

consider factors as students’ level, time appointed for icebreakers, the 

desired results that teachers seek to achieve. These results agree with 

Jenkins 2001, Dover 2004. Classroom management is necessary to avoid 

learners' boredom while teaching speaking lessons in a foreign language. 

And so, teacher should creatively choose proper activities that create an 

interesting learning atmosphere. Harmer (2004) stresses the importance of 

teachers varying strategies, techniques and roles when teaching speaking in 

a foreign language. He mentions roles teachers can adopt while teaching 

speaking. They can be prompters, where they provide help for students who 

lose their tracks and have speaking fluency problems. The second is the 

role of participants. In this part they participate in classroom activities and 

engage students to be creative and encourage them without over 

participating. The third is feedback providers. As feedback providers, 

teachers make sure students don’t experience hesitation and 

misunderstanding in activities.  

 



56 

Discussion 

Most students face problems with Learning English as a foreign 

language and the acquisition of all language skills needed to succeed in 

communication.  Thousands of words are produced every day by each 

person. When learning a target language, learners tend to formulate 

sentences in the first language and then translate them into the target 

language. The arrangement of vocabulary items and grammatical rules isn’t 

spontaneous and automatic (Thornbury ,1997). Moreover, fluency in 

speaking is influenced negatively by learners’ fear of making mistakes. 

Continual practice and use of the target language can decrease and control 

self- monitoring students apply when speaking in English. 

Discussion of the results of the questions related to the effect of the 

study independent variables: 

Are there any statistically significant differences in teachers’ and 

students’ perspectives towards using icebreakers at (α=0.05) due to 

gender, experience and qualification? 

Results of the teachers of English perspectives referred to the 

different variables don’t show any effect regarding them and this leads to 

the fact that Icebreakers strategy is important and fundamental in the 

learning process regardless of teachers’ gender, experience and 

qualification; all participant ascertained and emphasized the importance of 

icebreakers’ integration in lesson plans. 



57 

Discussion of the results of second tool, the interview 

Regarding the first question which is “Does your English teacher use 

icebreakers in the beginning of every new lesson? Why?” 

All of them described how icebreakers allow discussions in 

classrooms which make learning more active and alive. Icebreakers can 

make new turns in new language learning and apprehension. They can 

make the acquisition of difficult topics much easier. In language teaching, 

the use of the appropriate icebreakers can facilitate language learning and 

use. One of the most critical challenges in teaching English for Arabs is 

their ability to speak English in front of an audience, especially weak or 

shy students. The suitable implementation of icebreakers can compensate 

the lack of good speaking exercises in the textbooks. This goes in 

accordance with the results of patil (2008) and Zhang (2009). The 

researcher agrees with interviewees and believes that the use of these 

methods make learning more motivating and fun than traditional ways of 

teaching that depend on teachers’ lecturing. 

As for the second question which is “Do you enjoy icebreakers and find 

them interesting?” 

They all think that icebreaker can flip the classrooms atmosphere in a 

fun and relaxing way that facilitate language acquisition. The researcher 

believes that learners stress levels while speaking and communicating via 

English decrease enormously; this agrees with Dover (2004). Icebreakers 

play a great role in allowing learners to gain critical thinking skills which 



58 

allow them to think differently. They can attract learners’ attention and 

motivate them to learn more about the topics in an interesting way. 

Icebreakers can activate students and detach them from passiveness. The 

use of ice breaker breaks the rigidness of classrooms and work as a boost 

for students to break the barriers they have whether among students, with 

the teacher or with the material itself. This agrees with Sunatro 2012, 

Irachmat 2015. 

With regard to the third and fourth questions “Do icebreakers create 

cooperative and comfortable classrooms atmosphere? And Do 

icebreakers help you to build relations with your classmates and how? 

The researcher found that the use of icebreakers build a sense of 

community among students as they all work together to achieve the same 

goal that is learning all language skills especially speaking. They can help 

develop good and positive relations between them. Learners seem to 

acquire language better when they have active learning and communication 

via the target language is enabled. Groups and discussions give teachers the 

chance to employ learners’ acquired knowledge and building on it.  

Learning in groups and collaboratively make learning fun and exciting in a 

formal setting. This go in accordance with Kelly 2004 and Pits 2010.  The 

researcher agrees that proper implementation of icebreakers can give 

learners’ the chance to communicate with other students, teachers and 

knowledge itself. In addition, it can create good rapport between students 

and their teachers. This goes in accordance with Magnam 2005 and Rabaa’ 

2017. 



59 

With respect to the questions “Do you think icebreakers are a waste of 

time?” And “Do icebreakers encourage you to think differently?” 

The results assure that icebreakers are a fundamental part that can’t 

be neglected to guarantee successful language acquisition. They disagree 

that icebreakers aren’t beneficial and regard them as important as any other 

teaching method including the traditional way of teaching. This refers to 

students’ varied learning styles. Icebreakers definitely increased 

motivation. They give learners equal opportunities to express their 

opinions. The use of icebreakers doesn’t only get students to speak in the 

target language; they also motivate critical thinking through engaging in 

problem solving in the learning process. Most students feel reluctant to 

speak and participate due to their weak language performance or 

embarrassment, these activities offer them the chance to speak, discuss, 

communicate and think. The researcher ascertains that all of these results 

can’t be considered a waste of time. Icebreakers give learners clear idea 

about the goals of the lessons and help them to focus on the topic without 

being distracted. This goes in accordance with Leblanc 2011. 

Referring to the other question, the researcher found that results 

indicate icebreakers ability in triggering thinking and reasoning. Learners 

through icebreakers activities can retain a lot of information they pick from 

their classmates or teachers. Acquiring this information is enhanced 

because they are learnt in indirect way and fun relaxed environment. 



60 

With respect to the questions “How can icebreakers make a difference 

in your feelings about new materials? Do icebreakers decrease your 

anxiety toward new lessons?” 

Icebreakers can clear negative feeling learners have towards the 

language classes and their fear of the language acquisition difficulties. 

Students are anxious to learn new languages not only out of embarrassment 

to make mistakes in front of others, Some learners especially teenagers face 

problem with learning a new language and choose to stick to their mother 

tongue as it’s a great component and reflection to their identities. The use 

of icebreakers can change the way they feel towards the learning English 

by breaking the barriers with the language itself. Icebreakers can be 

activities to find out and speak about different cultures and background. 

They also can search for reasons to learn English. This could encourage 

them and change their attitudes toward language learning if they have a 

goal to achieve. This agrees with Wood & Solomonides, 2008 and Reid et 

al., 2005. 

As for learners’ favorite icebreakers, their preferences play 

significant role. In general, the results indicate that whether icebreakers are 

games, exercises or simulation; learners enjoy them and think of them as 

relaxing ways to break the class strictness. Sitting in a particular way all the 

class time can cause feelings of routine and monotony which would affect 

learning negatively. The researcher assumptions go in accordance with 

these results and ascertains that learners need icebreakers to fresh up and 

regain energy to attend the class and participate with interest. 



61 

Regarding if learners think icebreakers are necessary in each lesson 

plan or just lessons they aren’t familiar with them, they can be used in any 

time during the lesson the teacher assumes to be appropriate based on the 

learners’ needs and sequence of the lesson plan they prepare. The 

researcher believes in the incredible positive change that can result in 

English classrooms due the merge of icebreakers in learning. This agrees 

with Kanu 2011. Icebreakers give more chance for students to express 

themselves and what they know. The results indicate that icebreakers can 

be beneficial for all parties of the educational process. 

5.3 Conclusion   

This study is designed to shed lights on the effectiveness of using 

icebreakers at schools for tenth graders in Nablus directorate. To sum up 

this study, there is a serious demand for teachers to use icebreakers 

effectively to support their interpretation of the lesson. The use of 

icebreakers activities in the textbooks and lesson plans mustn’t be optional 

for teachers to use or not. 

Ice breakers and openers are usually used at the start of a lesson to 

assist to set pleasant environment for students and help teachers in 

introducing activities creatively allowing them to be active participants 

who are encouraged to be part of the class activities. Icebreakers offer 

learners feelings of trust and cooperation while working together in groups. 

They work on involving learners as all of them are given chances to 

interact. 



62 

Icebreakers form the foundations for effective conducive lessons. 

They can be used to achieve multiple purposes among which is providing 

learners with a feeling of joy reflects on the success of learning the activity 

that follows. Before applying an icebreaker, teacher should keep in mind 

learners’ needs and relating the icebreaker into the lesson content. 

Icebreakers should be chosen differently according to the specific 

objectives in mind. In addition, variation in icebreakers won’t lead learners 

to feelings of boredom and depression. 

Icebreakers should be relevant, friendly, light, short and interesting. 

They can set the tone for the lesson content and format, and build 

credibility (Dover, K. H.,2004). Choosing an appropriate icebreaker means 

meeting students’ needs, personal interest, comfort and pleasure. Attention 

should be paid not to choose icebreakers that don’t suits learners’ stage of 

development as icebreakers for adults don’t fit younger learners. 

5.4 Recommendations 

The researcher recommended the following: 

Recommendation for instructors: 

1. The necessity of integrating icebreakers strategy in the educational 

process in an attempt to keep up with the modern teaching methods and 

strategies. 

2. Exchange expertise with other teachers familiar with icebreaker 

strategies locally or globally to infer which type of icebreaker strategies 

suit students’ preferences. 



63 

3. The need to verify in the types of icebreakers used in classroom to 

maintain excitement, interest and motivation in English language 

classrooms that are core ingredients in successful learning. 

Recommendations for the Ministry of Education: 

1. The administrators should pay more attention to qualifying teachers to 

be more open to new strategies as icebreakers and equip them with all 

the necessary requirements. 

2. Facilitating teachers’ mission by giving them more space and freedom 

to adopt the appropriate icebreakers strategy for their students. 

3. Holding workshops and conferences that are concentrating on the use 

of icebreakers activities and how to benefit from this integration in 

education. 

4. Curriculum designers should take into consideration the inclusion of 

icebreakers in the curriculum. 

Recommendations for further studies: 

1. Conducting other studies to investigate the importance of icebreakers 

strategy in education for other classes’ levels and ages that include the 

variables. 

2. Specifying one of the icebreakers, its implementation and studying its 

effect in language acquisition. 



64 

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