Classroom Seating Arrangements for Listening and S

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2023年12月25日发(作者：)

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Classroom Seating Arrangements for

Listening and Speaking Classes An Action

Research Project Proposal

作者：次仁旺堆

来源：《校园英语·下旬》2018年第07期

In this action research， it analyzed the teaching outcomes achieved according to different

seating arrangements from observations and data collected from three language classes from Hawaii

Pacific University， USA. Moreover， it offers an opportunity for researchers to make a proposal of

further research by comparing the recording of the students’ behavior in different seating

environments and evaluating if students have enjoyed their classes.

Original Stimulus

I went to observe three different teachers’ classes at Hawaii Pacific University at Honolulu，

USA. After the observation of those outstanding instructors， I was impressed by how those teachers

arranged their classroom for different activities. More specifically， how they arranged the seats for

students in ESL/EFL classes. As I saw in one beginning language class， the teacher arranged

students to sit in several separate rows and never changed it. Similarly， in another writing classes，

the teacher had the whole class unintentionally divided into two groups with a path in the middle and

never changed. However， in the international education classes， the teacher changed the seating of

the classes almost every time according to different classroom tasks.

The different seating arrangements affected teaching outcomes. Because of the traditional desk

rows arrangement in the beginning language classes， I saw students sometimes playing on their

cellphones， and sometimes dozing off in the class. Although it was better in the writing class，

students sometimes appeared placid and lacking in interaction with the teacher and peers. On the

contrary， in the international education classes， students were more focused on the class since they

had to move around and sit in different places. For instance， they sometimes were seated in four or

five clusters， sometimes in a semicircle， and sometimes in two horizontal lines. As an observer， I

noticed that students in this class were strongly involved in the classroom activities and interacted

with the teacher and their classmates constantly， which made a great impression on me.

When I look back on my previous career as an English teacher in a local college sin Tibet for

years， I never really thought about the effects of the arrangement of the physical classroom

environment. When arranging the seating for my students in a class， I would mostly put them into

traditional desk rows， no matter if it were a listening or speaking class. In other words， it was a

traditional classroom with students facing forward toward the teacher and the blackboard in either

horizontal or vertical rows. Part of the reason for this classroom arrangement was that there were

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