• Sabrina BENCHIKH• Torkia BENARIES• Mahdi BENKEMACH2025-09-282025https://dspace.univ-bba.dz/handle/123456789/864This dissertation investigates the role of Brain Breaks in enhancing participation among middle school students in Algerian EFL classrooms. The study addresses the problem of declining focus, motivation, and active involvement in language classes, particularly among young learners. The research aims to explore how Brain Breaks influence student participation and to examine teachers’ perceptions and practices regarding their implementation. It also seeks to identify challenges faced by teachers when using Brain Breaks and to suggest practical strategies for integrating them into EFL teaching. A mixed-methods approach is employed, combining quantitative data collected through a student questionnaire and qualitative insights obtained via semi-structured interviews with EFL teachers. The sample includes 60 students and a selected group of teachers from various middle schools in Algeria. The findings reveal that most students respond positively to Brain Breaks, reporting increased focus, reduced fatigue, and greater willingness to participate in lessons. Teachers also view Brain Breaks as beneficial for classroom management and student engagement, although they highlight challenges such as limited time, lack of formal training, and large class sizes. This research contributes to the understanding of classroom-based movement strategies in EFL contexts and highlights the value of Brain Breaks as a low-cost, high-impact tool. It recommends incorporating Brain Breaks into teacher training programs and curriculum planning to create more engaging and responsive learning environments. Keywords: Brain Breaks, learner participation, Teacher perspectives, EFL classrooms, Algerian middle schools, Engagement strategies.Thesis