1. Introduction

At the beginning of each class, every teacher should start by using warm-up activities. According to ^{Le and Nguyen (2022)}: a warm-up serves as an introductory step towards the lesson in question, making it a vital element of English teaching and learning. Its purpose is to orient students at the beginning of a session. For ^{Loor, Cedeño, and Cedeño (2020)}: they agree that warm-up activities are fundamental in English teaching, as they act as catalysts for effective learning.

These initial dynamics awaken students' interest, activate their prior knowledge, and create a conducive environment for language acquisition. By strategically employing them, teachers can align lesson objectives with students' specific needs, thus facilitating a more personalized and meaningful educational experience. Ultimately, these strategies lay the foundation for more fluid and successful English learning (^{Lightbown and Spada, 2013}).

In the teaching-learning process, the motivation that students acquire through warm-up activities is crucial. According to ^{Đỗ (2013a)}: motivation plays a fundamental role in encouraging students to maintain their commitment during the learning process.

When using warm-up activities, it is also necessary to include activities related to the topic, activities with physical movement but that also require intelligence, and activities that review the previous topic, as this creates a cheerful atmosphere in class. In turn, students perform tasks with more enthusiasm because sometimes they are not motivated in the usual way that teachers use in class, that is, they only ask questions about the current topic and do nothing else (^{Đỗ, 2013b}).

In the Ecuadorian context, especially in the Ramón Barba Naranjo Educational Unit, there is little information about students' perceptions of warm-ups, despite being a common practice. Understanding these perceptions can provide valuable insights for educators and educational policy designers, contributing to optimizing language teaching methodologies.

Therefore, if this problem is not made visible, teachers would not realize the importance of students' perceptions about the use of warm-ups at the beginning of each class, and this, in turn, would lead to a lack of interest, motivation, and participation from students in learning a second language, in this case English, as evidenced by ^{Savaş (2016)}: who concluded that by using warm-ups, their classes could become environments in which collaboration between students and teachers could be more effective; which was also suggested by their students.

For these reasons, this research aims to determine students' perceptions about the use of warm-ups in English language teaching at the Ramón Barba Naranjo Educational Unit between August 2023 and February 2024.

This research topic is relevant in the area of English language teaching because teachers should consider the use of warm-ups to start with a good classroom atmosphere and obtain more motivation from students to develop different English language skills, as mentioned by ^{Paulikova (2018)}: in her study that teachers' creativity in the classroom when applying appropriate warm-ups is what allows students to acquire and maintain motivation and helps them in the development of their English language skills. The research question guiding this research is: what are students' perceptions about the use of warm-ups in English language teaching?.

2. Methodology

This study used a non-experimental quantitative approach that provided a detailed analysis of students' perception of the use of warm-up activities in classes to learn English (^{McBride, 2009}).

This study was conducted at the “Ramón Barba Naranjo” Educational Unit, a public school located in the province of Cotopaxi, in the urban area of Latacunga canton, in the Niagara neighborhood. A total of 126 students participated, who were first, second, and third-year high school students, 90 male students and 36 female students. The participant selection process was non-probabilistic with snowball sampling because participants were selected through a list that was made with an average range of 8 to 10 points obtained by students in the first trimester of classes.

The instrument used was a questionnaire adapted from ^{Pradnya and Pavita (2023)}. The questionnaire consists of 19 questions. It is divided into three sections: the first, warm-up and principles. The second is prior knowledge of warm-up and the last section is motivation and warm-up. All questions in the questionnaire used the Likert scale. Participants responded on a Likert scale where Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D), and Strongly Disagree (SD).

In this study, we used Excel for a detailed analysis of the data, applying descriptive statistics to transform raw data into percentages and frequencies. The results were then presented concisely in clear tables, serving as visual aids for easy interpretation of the questionnaire findings. This approach ensured a comprehensive analysis and accessible presentation, enhancing the understanding of the research results.

The findings were then presented in tables for greater clarity and easy interpretation. To enhance the process of obtaining consent for this research, a WhatsApp message was initially drafted to succinctly convey the purpose of the study, assuring participants that any data collected would be used exclusively for research purposes and that strict confidentiality measures would be maintained. Subsequently, a user-friendly questionnaire was meticulously designed using the Google Forms platform.

In this questionnaire, the purpose of the data collection instrument was clearly explained, ensuring that participants fully understood the nature of their participation. Detailed instructions accompanied the survey link, facilitating ease of participation and minimizing any potential confusion.

3. Results and Discussion

The results of the questionnaire are presented in three categories: Warm-up and principles, Prior knowledge of warm-up activities, and Motivation and warm-ups.

Table 1 shows that the majority of students (72.2%) are between 16 and 17 years old, followed by a smaller group (27%) of 14-15 years old, and a very small proportion (0.8%) of 18 years or older. Regarding gender, there is a clear majority of female students (71.4%) compared to male students (28.6%).

This variation in age is due to the fact that students come from different grades where warm-up activities have been applied. It is also noteworthy that the vast majority of the studied population is female.

Table 2 presents the results related to “Warm-up and Principles”. This table shows students' responses to 5 questions (Q1-Q5) using a 5-point Likert scale. Here's the breakdown: (SD) Strongly Disagree, (D) Disagree, (N) Neutral, (A) Agree, (SA) Strongly Agree.

Overall, these results suggest a positive perception of warm-up activities in relation to English teaching principles. Most students found these activities to be related to the topic, helpful for concentration, interesting, and useful for using the language.

Adhering to specific principles when implementing warm-ups is crucial to maximize their effectiveness in language teaching. Effective warm-ups relate to the subject matter, foster concentration, are brief, interesting, and entertaining. They promote optimal performance, create an environment conducive to learning, and motivate students to learn the language.

These results are similar to those of ^{Akther (2014b)}; ^{Robertson and Acklam (2000c)}; and ^{Klippel (1985b)}; who assert that for warm-up activities to be effective, certain principles must be followed. These include relating warm-ups to the topic to be developed and regularly adapting them to review and consolidate previous concepts. This dynamic approach fosters active participation and strengthens content retention through contextualized repetition.

Table 3 presents the results related to “Prior knowledge of warm-up activities”. This table shows students' responses to 6 questions (Q6-Q11) using the same 5-point Likert scale. Here's the breakdown:

These results indicate a very positive perception of warm-up activities in relation to activating prior knowledge and preparing for class. Students found that these activities helped them identify new topics, connect prior knowledge with new, create a positive learning environment, develop confidence, understand class objectives, and were easy to perform.

The findings suggest that warm-up activities are effectively fulfilling their purpose of preparing students for the main lesson and creating a favorable learning environment.

Moreover, it not only establishes a participative and engaged atmosphere, facilitating knowledge transmission in the classroom, but also generates a positive effect on academic performance. This finding was also reported by ^{Hartina (2020)}: who stated that warm-ups activate prior knowledge, facilitating understanding and retention of information.

The constant practice of warm-ups allows students to familiarize themselves with the language in a relaxed manner, motivating them and fostering a positive attitude towards language learning. Coinciding with this perspective, ^{Akther (2014c)}: supports the idea that the inclusion of warm-ups contributes to creating a favorable learning environment, where students feel comfortable and motivated in the classroom.

Table 4 presents the results related to “Motivation and Warm-ups”. This table shows students' responses to 8 questions (Q12-Q19) using the same 5-point Likert scale. Here's the breakdown:

Unequivocally, these results indicate a very positive perception of warm-up activities in relation to motivation for learning English. Students found that these activities helped them get motivated, increase their enthusiasm, become more active in learning, become more interested in English, and focus better on learning.

These findings suggest that warm-up activities are effectively fulfilling their purpose of increasing students' motivation and interest in learning English.

Teachers can stimulate and maintain high levels of motivation with the use of warm-ups in the classroom. As it helps to develop solid and lasting language skills and has a profound impact on their progress and success in learning English. The results are similar to those of ^{Ekiz and Kulmetov (2016b)}: who argued that performing warm-up activities at the beginning of a class not only motivates students but also helps them engage in learning and contributes to maintaining a conducive atmosphere in the classroom.

Similarly, ^{Sreena and Ilankumaran (2018b)}: argue that motivation is the most important cognitive skill, as it helps foster interest in studies and is an additional factor in the development of a person's personality. In this sense, ^{Alaga (2016b)}: emphasizes the importance of student participation for effective classroom development. Lack of language proficiency and inadequate learning environments can hinder progress, so integrating motivation with appropriate resources and practice opportunities enhances language learning.

4. Conclusions

This research reveals the fundamental importance of warm-up activities in teaching English as a foreign language. The results obtained demonstrate that, when properly implemented, these activities offer significant benefits that go beyond simple class preparation.

A notable finding is the ability of these activities to create a positive and motivating learning environment. Students reported an increase in their concentration, enthusiasm, and active participation in class. This suggests that warm-up activities not only prepare students cognitively but also engage them emotionally in the learning process.

Another relevant aspect is the effectiveness of these activities in connecting prior knowledge with new concepts. This connection is crucial for meaningful and lasting learning of the English language. Additionally, students perceived an improvement in their confidence to interact with both their peers and the teacher, which is essential for developing communicative skills in a foreign language.

These results reinforce the importance of adhering to specific principles when implementing warm-up activities. This study provides empirical evidence on students' perceptions, which adds a valuable dimension to understanding the effectiveness of these activities.

It is important to note that this study was limited to a specific institution and a particular age group. Future research could explore the effectiveness of these activities in different educational contexts and age groups. Moreover, it would be valuable to investigate the long-term impact of these activities on students' academic performance in learning English.

In consideration, warm-up activities, when implemented following appropriate principles, are a powerful tool for improving motivation, participation, and effective learning of English. We recommend that educators consistently incorporate these activities into their classes, adapting them to the specific needs of their students and learning objectives. This approach has the potential to significantly transform the English learning experience, making it more engaging, effective, and rewarding for students.