Lead-ins in EFL Classrooms: The What, the Why, and the How
LanhThi TRAN
Vivian TURK
Nagoya University of Foreign Studies
Suggested Citation: Tran, L., & Turk, V. (2024). Lead-ins in EFL classrooms: The What, the Why, and the How. Nagoya
JALT Journal, X(1), xxx–xxx.

Abstract
Lead-ins are the first important step of a lesson, which usually lasts for about five to ten
minutes at the beginning of a new class to facilitate students’ active engagement in thefollowing parts of a lesson (Harmer, 2015). However, in many cases, teachers skip this key
element in their teaching sequences due to overlooking its benefits or being afraid of timeshortage (Hidayah &Harjali, 2017). This paper, based on the existing literature on lead-ins indifferent EFL contexts (e.g., Gardner & Miller, 1998; Liu & He, 2020; Slavin, 2004) and theauthors’ own teaching experiences, will first define a lead-in and explain its importance inEnglish classrooms. A well-designed lead-in can set up the context for the lesson, but more
importantly, stimulate interest, activate schemata, and help establish a positive mental state or
attitude of readiness for what will be taught (Ur, 2016). Secondly, the authors will outline
why a good lead-in should be brief, relevant, interesting, and student-centered. Finally, avariety of lead-in strategies, such as situational lead-ins, multimedia lead-ins, dialogue leadins, revision lead-ins, among others will be provided.
Keywords: Lead-in; EFL classroom; classroom engagement

Lead-ins in EFL Classrooms: The What, the Why, and the How
A considerable body of research in educational psychology has associated student
engagement with positive academic outcomes and behavioral improvements (Christenson etal., 2012). Therefore, it has been considered that engagement is ―the holy grail of learning‖(Sinatra et al., 2015, p. 1). In the context of classrooms, for students to be actively engaged in
the following parts of a lesson, they need to be hooked right from the beginning. Lead-ins, as
the first step of a lesson, are used for that purpose. Despite being done in a short period, theycannot be underestimated. This paper, based on previous studies on the use of lead-ins indifferent EFL contexts and the authors’ own teaching experiences, will first define a lead-in
and then explain its importance in English classrooms. Finally, it will provide someprinciples and strategies for designing efficient lead-in activities.
Theoretical BackgroundDefinition of a Lead-in
As the name suggests, a lead-in is how a teacher leads into the material they areplanning to cover in their lesson. In other words, it is the first step of a lesson, which usually
lasts for about five to ten minutes to ―awaken‖ and motivate students to learn in the following
parts of a lesson (Arendas, 1998).
Lead-ins, Warmers, and Fillers
Both lead-ins and ―warmers‖ are short activities used at the beginning of a lesson tocreate a positive learning atmosphere. Some people use them interchangeably, but they are
different in their aims. The purpose of warmers is to get students energized and ready for alesson, and it is not necessarily related to the lesson topic (Spratt, Pulverness, & Williams,
2012). For example, at the beginning of a Monday morning lesson the teacher may give
students time to discuss what they did at the weekend to wake them up from ―weekendmood‖ before moving on to an activity introducing the new lesson’s content. In other words,
a warmer is more likely to be a stand-alone or general activity with the aim of waking or
warming students up. By contrast, a lead-in introduces the topic the lesson and creates a link
between it and the students’ own lives. For instance, if in one lesson students are going toread a text about the internet, instead of asking them to read it and answer given questions,the teacher could let them discuss some questions like ―How often do you use theinternet?‖,―What do you use it for?‖. This activity probably leads on to teaching relevant
vocabulary for the text and comprehension tasks to follow. Thus, in theory, it is possible tohave a warmer and then a lead-in at the beginning of a lesson (Houston & Starck, 2019).
―Fillers‖ are short activities used when a planned lesson is completed or before abreak, when students have done all the tasks, they need to do to achieve the lesson aims, butsome time still remains (Suan Chong, 2016). At this point the teacher may need to have ashort activity to fill the gap.
Importance of Lead-ins
The answer to the question, ―Why should a teacher start their lesson with a lead-in‖ isprobably clear, but it needs to be more clearly defined. Words like ―front,‖ ―beginning,‖ and―first time‖ can attract a person the most, which is called ―primacy effect‖. This refers to thetendency to remember the first piece of information we encounter better than information
presented later (Asch, 1946; Sullivan, 2019). Similarly, a good lead-in can be one of the key
factors for successful teaching.
To begin with, a lead-in helps set up the tone and context for all that follows. A lesson
without context is like a movie without a trailer or a book without an introduction. Ideally, it
is a chance to let students warm up and get back into ―English mode‖ as they may not haveused English at all since the last class. In addition, an effective lead-in will activate students’schemata and establish a positive mental state or attitude of readiness for what will be taught.
Cognitively speaking, it has the purpose of tapping into their prior knowledge about the topic
that is going to be addressed to link new information to the one already stored in the brain,
maximizing long-term learning (Harmer, 2015). In short, a lead-in establishes psychologicalpreparation and communicative links between the learners and new content (Slavin, 2004).
Principles of Designing Lead-ins
A lead-in should do exactly what it says – lead into the content and/or context of thelesson. Before diving into teaching the main content, the teacher needs to get students
interested, engaged, and actively involved in learning. Therefore, interest, engagement,
context setting, and generating ideas are the aims at the lead-in stage. The principles
discussed below are adapted from Liu & He (2020).
Being Brief
A lead-in is like the appetizer in a meal. If a person eats too much at this point, there
will not be room for the main course. Similarly, it is not good to take up too much time whenteachers are leading into a new lesson. It is suggested to be done in five to ten minutes. Ifteachers spend longer time on a lead-in, there is the risk of it becoming a full-fledged task,
resulting in unclear teaching aims or key points (Liu & He, 2010).
Being Relevant
As the name indicates, the focus of lead-in tasks is to lead learners towards
discovering what the lesson’s overall aims are. Thus, the aim of the lesson and place in thesyllabus should be the most important components to be considered in the design. It helps
create a need for what the teacher is teaching as well as an easy transition from the beginningto the main parts of the lesson (Nunan, 2014). Below is an example of a relevant lead-in.
In the lesson about personality and jobs, the teacher can involve students in a group
activity in which they match candidates to suitable jobs based on their characteristics (Figure1). This not only establishes the context the teacher wants their students to focus on but also
connects them with the lesson theme.
Being Interesting
Obviously, for a lesson in which the goal is for students to learn the Present Perfecttense, starting it by saying, ―Today we’re going to learn the present perfect‖ is not aneffective lead-in. It risks alienating students and stressing them out right from the beginning.
Instead, students can be engaged in a pair activity and discuss their travel experiences in a
few minutes with some questions like ―Do you like travel?‖,―Have you travelled a lot?‖,―Which countries or cities have you visited?‖. This works better because most people would
probably prefer to talk about their trips to somewhere over past participles. Also, talking with
their classmates about something that they like can be invigorating and helps them energized
before moving to the complexities of grammar (Dörnyei& Ushioda, 2021).
Being Learner-centered
A lead-in should be designed based on students’ needs and conducted according tostudents’ level of cognitive and physical development. It helps to arouse their learning
motivations and form a harmonious learning environment. Undeniably, no one is willing to
make any effort to learn something that is not meaningful or relevant to them. An example ofa learner-centered lead-in is described below.
Before teaching the main parts of a lesson about stress, the teacher may ask students
to do a survey about their stress and then move around the classroom to ask their friends.
A lead-in like the abovementioned activity validates students’ own experience andhelps them relate the topic in a personal way. They can express themselves freely and build
the confidence to interact with their teacher and classmates as well.
Types ofLead-ins
Lead-ins play a crucial role in language learning classrooms, serving to capture
students' interest and prepare them for upcoming material. Across ESL, EFL, and EAL
settings, educators have developed a rich array of strategies aimed at effectively introducing
topics. While the work of Liu and He delves into specific lead-in strategies, this section aims
to provide a comprehensive overview based on contemporary pedagogical insights (Liu &He,

2010).
Situational Lead-ins
Situational lead-ins stand out as a major pedagogical approach, strategically employed
to start lessons by immersing students in particular contexts or scenarios. Rooted in theprinciples of communicative language teaching, these lead-ins emphasize the significance ofcontext in language acquisition (Richards & Rodgers, 2001). Functioning as a bridge between
students' existing knowledge and new material, situational lead-ins enable for the activationof prior knowledge and the contextualization of learning.
In the language classroom, situational lead-ins assume multifaceted roles, catering todiverse teaching contexts and objectives. One conventional approach involves crafting
scenarios that mirror real-life situations wherein the target language finds practicalapplication. For instance, narrating personal holiday experiences acts as a channel for
introducing vocabulary and expressions related to travel and accommodation.
Another powerful strategy calls for engaging students in role-playing exercises,
assigning them roles to enact specific scenarios such as restaurant interactions or job
interviews. Apart from encouraging immediate language application, role-playing allows fora nuanced understanding of social interactions within a foreign language context (Scrivener,2011).
Furthermore, problem-solving scenarios help students work through real-world
dilemmas, prompting them to utilize the target language to reach solutions. Whether
addressing missed flights or navigating hotel overbookings, such tasks not only stimulatecognitive engagement but also require the utilization of specific linguistic structures andvocabulary (Richards & Rodgers, 2001).
Moreover, situational lead-ins can draw inspiration from current events and news
stories, serving as launchpads for thought-provoking discussions that connect the language
classroom with the global landscape. By analyzing recent news articles or multimedia clips,
students engage in meaningful discourse, thus contextualizing language learning within
broader societal contexts (Nunan, 1999).
Lastly, using visual stimuli such as artworks or photographs provides a dynamicmeans of setting lesson contexts and stimulating creativity. By prompting students to describe
or interpret visual representations, educators encourage developing descriptive language
skills and imaginative discourse (Maley& Duff, 2005).
The advantages of situational lead-ins are not without limitations. It is paramount for
educators to consider the diversity of their classroom when evaluating these strategies.

Students come from varied backgrounds and have different experiences, which means that
not every situation will resonate equally with every student (Tomlinson, 2013). To mitigate
this, effective evaluation should also measure how inclusive and representative the situational
scenarios are, ensuring they are appropriately customized to the student body. To substantiatethese evaluations, educators can reference scholarly examinations of instructional techniques,
such as those discussed by Liu Jingxia, and compare the findings with their observations andstudent feedback. This holistic approach ensures that evaluations are not just anecdotal but
grounded in a rigorous exploration of pedagogical efficacy.
In conclusion, situational lead-ins stand as useful pedagogical tools, adaptable to anumber of teaching contexts and learning objectives. The diversity of strategies explored
underscores their potential in engaging and communicative language learning environments.
With careful planning and innovative implementation, situational lead-ins can enhance
language teaching efficacy and promote language acquisition.
Below is an example of a situational lead-in in which the objective is to create ameaningful and authentic context for the lesson about ―At a hotel‖.
Procedure:●

Put students in pairs.

●

Give them appropriate role cards (Figure 3) and explain the procedure.

●

They act out a hotel reservation by inserting the information on their role cards into
the dialogue.

●

Make notes but do not interfere unless a pair has had a total breakdown incommunication. This provides them a chance to see what the students have alreadyknown and what needs to be addressed which may inform the teaching content in themain part of the lesson.

●

When the time is up, review some main points and/or issues happening in the roleplays.

Multimedia Lead-ins
In the field of EFL and ESL education, multimedia lead-ins stand out as a powerful
tool, integrating various forms of media such as images, audio, video clips, animations, andinteractive elements. These lead-ins serve as more than mere attention-grabbers; they provide
a contextual framework that makes learning material tangible and relevant (Mayer, 2009).
At the core of multimedia's efficacy in education lies Mayer's Cognitive Theory ofMultimedia Learning, which advocates for leveraging both verbal and visual channels of thehuman memory to enhance processing and comprehension of new information. By tappinginto these channels, multimedia fosters material retention and retrieval (Mayer, 2009).
Moreover, multimedia lead-ins cater to diverse learning styles, promoting differentiatedlearning and ensuring inclusivity in the classroom (Tomlinson, 2011).
Within the ESL/EFL classroom, the integration of multimedia involves utilizing avariety of digital and technological resources to engage students and contextualize lesson
content. As technology becomes increasingly present in education, multimedia's dynamic
approach proves helpful in addressing diverse learning styles and aiding language skill
acquisition (Mayer, 2001).
One strategy for effective multimedia integration involves careful selection ofmultimedia content. It is important that the chosen content aligns with lesson objectives andresonates with students' cultural backgrounds. Whether using short video clips, animations, oraudio segments, the content should seamlessly integrate linguistic and thematic elements,
catering to students' proficiency levels and triggering genuine interest (Tomlinson, 2011).
Moreover, the thoughtful integration of multimedia content is imperative. Rather thanusing multimedia arbitrarily, educators should strategically plan how the content connects tothe main lesson. By prompting discussion or reinforcing recently acquired language
structures, educators can maximize the potential of multimedia to engage students and deepen
comprehension.
Furthermore, educators should capitalize on multimedia's multimodal nature. By
incorporating visual, auditory, and kinesthetic elements, multimedia allows for more holistic
language input, making it more memorable (Paivio, 1990). The use of more than one mode inmultimedia scaffolds in enhancing vocabulary retention and comprehension, be it throughillustrations, sound effects, or synchronized text.
However, the use of multimedia in lead-in activities is not without its drawbacks. One
limitation is the potential to overwhelm students with too much sensory input, which canhinder rather than facilitate language acquisition (Sweller, 1988). Instructors must carefully
select multimedia resources that are not overly complex or distracting, as excessive cognitive
load can impede understanding and retention.
Another challenge is the digital divide—the disparity in access to technology between
different schools and socio-economic groups. Some students might not have the same level of
exposure or access to multimedia tools at home, making it difficult for them to engage withor benefit from these resources equally (Warschauer, 2004).
In essence, multimedia lead-ins have significant potential to smoothly bridge into
ESL/EFL lessons. By selecting appropriate content, integrating it thoughtfully, capitalizing

on interactivity, leveraging multimodal representations, and fostering collaborative learning,educators can facilitate immersive and productive learning environments.
One example of this lead-in strategy is that at the beginning of a lesson about
personality, students watch a short video about a personality test and answer a question(Figure 4).
Dialogue Lead-ins
Dialogue lead-ins stand as indispensable preludes to language lessons, using scripted
or authentic conversational snippets to engage learners and introduce new language concepts.
This pedagogical approach is deeply rooted in theories of language acquisition andsociocultural learning, emphasizing the importance of meaningful interaction andcontextualized language input. Krashen's Input Hypothesis (1982) underscores thesignificance of providing learners with comprehensible input just beyond their current
proficiency level. Dialogue lead-ins fulfil this requirement by offering contextually richlanguage examples, allowing students to understand new linguistic structures in a realistic
communicative context.
In practice, educators carefully select or create dialogues that align with the day's
learning objectives. These dialogues not only introduce vocabulary and grammar but also set
the stage for authentic language use. For instance, when teaching the present perfect tense, adialogue could revolve around discussing recent experiences or achievements.
Moreover, effective dialogue lead-ins can resonate with students by incorporating
familiar themes or scenarios. By tapping into students' interests and backgrounds, educators
can make the content more relatable and memorable. For example, a dialogue about ordering
food at a restaurant or planning a weekend outing can instantly capture students' attention andprovide practical language practice opportunities.
Interactive elements play a crucial role in enhancing the effectiveness of dialogue
lead-ins. Students may be invited to predict conversation outcomes, identify errors in scripted
dialogues, or engage in role-playing activities. These interactive strategies not only encourage
engagement but also promote active listening and speaking skills, aligning with the principles
of communicative language teaching.
Cultural authenticity is another essential aspect to consider in dialogue design.
Dialogues should reflect the sociolinguistic norms of the target language culture, including
polite forms, slang, and idiomatic expressions. However, educators must also ensure thatstudents are well-prepared to understand and use these cultural elements.

To assess and refine dialogue lead-ins, gathering feedback from students andmonitoring their participation levels during these activities are valuable practices. This
feedback loop provides educators with insights into the effectiveness of their lead-in
strategies and guides adjustments for future lessons.
In summary, crafting effective dialogue lead-ins involves aligning dialogues withlearning objectives, ensuring relevance and engagement, incorporating interactive elements,
respecting cultural authenticity, and evaluating implementation for continuous improvement.
By leveraging dialogue lead-ins thoughtfully, educators can create dynamic and productive
learning environments that facilitate language acquisition and proficiency development.
As an example, before teaching useful vocabulary and grammar about giving
directions, the teacher may involve students in an activity in which they are given a script anda map and practice dialogs about asking for and giving directions (Figure 5). This helps themto understand how the target language is used in context.
Revision Lead-ins
Revision lead-ins are tools in language education used to enhance students'
understanding and retention of previously learned material. The incremental nature oflanguage learning requires continual reinforcement of vocabulary, grammar, andcommunicative competences. Deliberately designed as classroom interventions, revision
lead-ins are strategically employed at the outset of a lesson to facilitate the recall andconsolidation of past learning, setting the stage for the introduction of new content (Harmer,2015).
At its core, the primary objective of revision lead-ins is to activate students' priorknowledge, aligning with the constructivist theory of learning proposed by Vygotsky andCole (1978). This theory emphasizes the building of new knowledge upon existing
foundations, highlighting the importance of connecting new linguistic elements with familiar
concepts (Vygotsky & Cole, 1978). By revisiting previously covered materials, students not
only deepen their understanding but also integrate language skills more effectively.
Additionally, revision lead-ins can be used as diagnostic tools for educators, providing
insights into students' mastery of previous lessons (Pachler et al., 2010). Through student
responses, teachers can assess comprehension levels and identify areas requiring further
clarification, allowing for tailored instruction based on differentiated learning strategies(Tomlinson, 2001). Furthermore, revision lead-ins play a pivotal role in boosting students'
confidence and motivation. Successful recall of language items in a supportive environment

enhances learners' self-efficacy beliefs, positively impacting their engagement and overalllanguage learning experience (Bandura, 1997).
Beyond cognitive activation, revision lead-ins help with the transition of students
from prior activities or environments into the language learning space (Scrivener, 2005). A
well-designed lead-in primes students' cognitive and linguistic abilities, like athletes warming
up their muscles before a workout, preparing them for the lesson ahead. Moreover, consistentuse of revision lead-ins encourages a culture of revisiting and reflecting on the learning
process, aligning with theories of reflective practice (Schön, 2017). This approach nurturesautonomous learning habits, essential for developing competence and independence inlanguage acquisition.
In conclusion, revision lead-ins are indispensable components of the language
learning process, connecting past and future lessons while enhancing continuous learning andlanguage proficiency. By using a mix of interactive techniques and thoughtful planning,educators can maximize the effectiveness of revision lead-ins, ultimately contributing tostudents' academic success and linguistic development.
The example below is extracted from a lesson plan in which the objective of therevision lead-in is to review and reinforce vocabulary related to different types of natural
disasters.
Cole's seminal social cognitive theory, questions are recognized as powerful
mediators between thought and language, fostering collaborative meaning-making among
learners (Vygotsky & Cole, 1978). Furthermore, Bloom's Taxonomy underscores theimportant role of questions in driving higher-order thinking processes, essential for language
acquisition (Forehand, 2010).
Moreover, question lead-ins align seamlessly with Chomsky's Universal Grammar,
offering learners rich exposure to various linguistic structures and vocabulary (Cook, 1985).
For instance, a question like "What do you think are the main reasons people travel?" notonly prompts students to engage with travel-related vocabulary and expressions but also
encourages critical thinking about the motivations behind travel.
Effective question lead-ins require careful scaffolding of questions that assist learners
without overwhelming them. For example, in a lesson on cross-cultural communication, ateacher might initiate with the question, "Have you ever experienced a misunderstanding
because of a language barrier?" This not only taps into students' prior experiences but also
primes them for discussions on cultural differences and communication challenges.

Furthermore, personalizing questions can enhance motivation and relevance tolearners. For instance, a question like "What would you do if you won the lottery?" not only
provides an opportunity to practice the second conditional but also engages students inimaginative thinking and personal reflection.
However, the effectiveness of question lead-ins largely depends on the instructor's
skill in crafting questions that are neither too easy nor too difficult. Questions should be
open-ended to allow for multiple perspectives and to prevent single-word answers which canstifle the conversation. Teachers must also be prepared to follow up with probing questions todeepen the dialogue and maximize language practice opportunities.
In practice, question lead-ins are intertwined with classroom dynamics and thebroader goals of the lesson. To fully leverage their potential, educators must consider timing,
student proficiency levels, cultural sensitivities, and the overall language learning objectives.
Question lead-ins are a versatile tool, and when used creatively and judiciously, they cansignificantly enhance the learning environment.
In conclusion, question lead-ins serve as important tools in the language classroom,
offering various benefits such as enhancing student engagement, promoting critical thinking,and fostering authentic language use. With strategic implementation and thoughtfulconsideration of student dynamics and learning objectives, question lead-ins will play acentral role in effective language teaching practices. The extract in figure 7 from a lessonplan illustrates a question lead-in.
Hot Topic Lead-ins
Hot topic lead-ins are dynamic stimuli in ESL, EFL, and EAL classrooms, drawing uponcurrent, controversial, or highly engaging subjects to capture students' interest and stimulate
their intellectual curiosity. The integration of hot topics into language education is supported
by pedagogical and psychological principles that emphasize the importance of relevance,
motivation, and authentic communication (Richards & Rodgers, 2001).
Aligned with constructivist learning theories, which emphasize the construction ofknowledge through meaningful experiences (Piaget, 1954), hot topic lead-ins engage students
by tapping into their prior knowledge and encouraging active learning environments. By
initiating discussions on familiar or intriguing issues, educators encourage students to
explore, discuss, and debate, promoting not only language acquisition but also criticalthinking and problem-solving abilities (Vygotsky & Cole, 1978).
Furthermore, hot topic lead-ins resonate with the communicative approach tolanguage teaching, which prioritizes interaction and language use in authentic contexts

(Nunan, 1999). By initiating discussions on relevant and engaging topics, educators allow
students to express their opinions, ask questions, and negotiate meaning in the target
language, thus promoting communicative competence.
In multicultural classrooms, hot topics play an important role in promoting crosscultural understanding and empathy. By discussing issues of global relevance or presenting
diverse perspectives on current problems, educators enable students to develop a nuanced
understanding of the world around them (Byram & Masuhara, 2013). These discussions not
only provide authentic language practice but also promote intercultural competence andsensitivity.
Moreover, the motivational aspect of hot topics cannot be overstated. Motivation is a
key factor in language learning (Csizér & Dörnyei, 2005), and hot topics can serve as
powerful motivators by increasing students' participation and enthusiasm. When given theopportunity to voice their views on subjects they are passionate about, students are more
likely to engage actively in language activities, leading to increased exposure and language
use.
Additionally, hot topics engage students cognitively by presenting them withchallenging themes that require critical evaluation and articulation of thoughts (Swain, 1985).
The combination of cognitive challenge and social interaction inherent in classroom
discussions or debates provides a rich linguistic environment that fosters the development oflanguage proficiency.
Lastly, hot topic lead-ins align with the Task-Based Language Teaching (TBLT)
approach, which emphasizes authentic language use in meaningful tasks (Ellis, 2003). By
discussing real-world issues, students are prompted to use the target language in a mannerreflective of authentic communication, thereby enhancing language learning experiences.
In summary, hot topic lead-ins are a valuable strategy in language education,
supported by pedagogical theories that emphasize the importance of relevance, motivation,
and authentic communication. By integrating hot topics into classroom discussions, educators
can create engaging and dynamic learning environments that support language acquisition,
critical thinking, and intercultural competence.
Figure 8 illustrates a hot topic lead-in in which the objective is to engage students in a
discussion about the increasing focus on internationalization in Japanese universities.
Storytelling Lead-ins
Storytelling lead-ins play an important role in bridging everyday communication
with academic instruction in ESL, EFL, and EAL classrooms. Within this context,

storytelling serves not only as a warm-up activity but also as a tool for immersing students inlanguage-rich environments that facilitate both receptive and productive language skills
including speaking, reading, and listening skills (Lucarevschi, 2016).
The power of storytelling lies in its universal appeal; narratives are fundamental to
how humans understand and order experiences. From a Vygotskian perspective, storytellingaligns with the concept of the Zone of Proximal Development (ZPD), where learners canachieve higher levels of understanding with appropriate scaffolding (Vygotsky & Cole,
1978). In a language classroom, stories provide this scaffolding, offering context, vocabulary,and grammar in a coherent and meaningful way, which promotes language acquisition within
the students' ZPD.
Storytelling cuts across cultures and generations, making it an effective strategy tocaptivate student attention and encourage active participation (Heath, 1983). Crafting stories
for use as lead-ins requires careful consideration to ensure they resonate with students andeffectively link to the intended language learning objectives.
When selecting or creating a story, educators must consider the linguistic level of
their students. The language used should be slightly beyond students' comfort zones topromote language acquisition, in line with Vygotsky's concept of the zone of proximal
development, yet remain comprehensible and relatable (Vygotsky & Cole, 1978). Plus, thecontent of the story should be intriguing and relevant to students’ lives. Cultural components
can serve to broaden students’ understanding of the world, but educators must ensure theseare presented in a sensitive manner that fosters inclusivity. In addition to content, the mannerof delivery is important in engaging students. Effective storytelling involves the use of voice
modulation, body language, and facial expressions to bring the story to life. Props and visuals
can aid comprehension and retention of the language presented.
Interactive storytelling, where the students would predict outcomes and that would
put them into the character roles, enhances student engagement and provides a sense ofclassroom community (Case, 2010). Moreover, follow-up activities that link the story's
content to speaking, listening, reading, or writing skills solidify language learning objectives.
These activities should seamlessly connect to the narrative and be clearly outlined to
students.
In conclusion, crafting stories for maximum student engagement in language
classrooms involves a blend of linguistic consideration, cultural relevance, narrative skill, andinteractive delivery. When executed adequately, stories serve not only as effective lead-in
strategies but also as powerful tools for language acquisition and cultural education.

The aim of the storytelling lead-in described in figure 9 is to engage students in a
discussion about marriage and relationships by sharing a relatable story.
Conclusion
In summary, lead-ins are indispensable in English language teaching, effectively
engaging students from the outset of a lesson. By leveraging the primacy effect andstimulating curiosity, lead-ins establish context, readiness, and activate learners' priorknowledge. Distinguishing them from warmers and fillers, lead-ins introduce lesson themes
while adhering to principles of brevity, relevance, interest, learner-centeredness, andconnection to students' lives. They play an important role in encouraging active participationand motivation, aligning with lesson aims and facilitating smooth transitions into main lesson
components. As essential pedagogical tools, well-designed lead-ins promise enhanced
language proficiency and academic success, reflecting a commitment to effective teachingpractices in language learning classrooms. In considering the future of lead-in strategy
development, several trajectories can be envisioned such as the incorporation of artificial
intelligence (AI) and virtual reality (VR) into lead-in activities and the gamification of lead-in
activities.
BIO DATA
Lanh Thi Tran is full time EFL lecturer at the Nagoya University of Foreign Studies. She
holds an MA in TESOL from the University of Huddersfield (UK). Having being involved in
English education for over ten years, her research interests include foreign language anxiety,learner motivation and materials development.
Vivian Turkcurrently works as an EFL lecturer at the Nagoya University of Foreign Studies.
She has been teaching English for over twenty years in different countries in the Middle East
and Asia. She has particular interest in how education affects the identity formation of
language learners, and she is actively involved in researching political, historical, and social
parameters of material and curriculum development.

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Figure 1
An example of a relevant lead-in

Figure 2
An example of a learner-centered lead-in

Figure 3
Roles cards of a situational lead-in

Figure 4
An example of a multimedia lead-in

Figure 5
An example of a dialog lead-in

Figure 6
An example of a revision lead-in

Question Lead-ins
Question lead-ins play multifaceted roles ranging from triggering curiosity to framing lesson
contexts and activating students' prior knowledge. Rooted in Vygotsky andFigure 7
An example of a question lead-in

Figure 8
An example of a hot topic lead-in

Figure 9
An example of a storytelling lead-in