Encouraging children to learn a foreign language in classrooms requires the implementation of updated and effective teaching methods. Modern approaches play a crucial role in enhancing language acquisition within a learning environment. Among these, embodied learning has shown particular effectiveness in fostering children's development. Embodied learning emphasizes the connection between bodily movements during activities and cognitive processes, highlighting the role of the body in education and learning. This qualitative descriptive study aimed to understand the extent to which teachers incorporate embodied learning in their classes, explore teachers' primary concerns about adopting this approach, identify the opportunities and challenges that arise from using embodied learning, and examine how teachers describe its implementation in the classroom. The study focused on a target population of 20 teachers working in various institutions and kindergartens in Neyshabur. Data collection methods included classroom observations and semi-structured interviews. Data analysis was conducted using inductive thematic analysis, leading to the identification of six key themes. The results indicated that embodied learning activities positively impacted children's learning processes. Teachers reported experiencing various opportunities through this method, including increased motivation among learners, enhanced communication and collaboration, and greater engagement in learning activities. Additionally, embodied learning contributed to making the learning environment more enjoyable and fun for children.
