The power of classroom space: How classroom seating arrangements shape young EFL learners’ motivation and engagement

Nur Afifah

doi:10.18860/jetle.v8i1.45118

The power of classroom space: How classroom seating arrangements shape young EFL learners’ motivation and engagement

Nur Afifah

Abstract

The physical layout of elementary classrooms plays a key role in shaping young learners’ motivation and communicative engagement in EFL lessons. This study explored how changing desk configurations affected student motivation in a large combined class of 45 fifth-grade students. Using a qualitative descriptive design, data were collected through direct classroom observations, photographic documentation, and researcher field notes from informal conversational interviews with representatives across four student groups (S1–S4). The qualitative findings indicated that traditional forward-facing rows created a quiet and passive atmosphere where students experienced speaking anxiety and disengagement. Conversely, transitioning to a collaborative cluster seating model helped lower speaking hesitation and encouraged student interaction during group activities. This study contributes to primary EFL research by showing how spatial adjustments can serve as a practical classroom management choice for teachers to support young learners’ motivation.

Keywords

Classroom layout; flexible seating; student motivation; academic boredom; young learners

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References

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DOI: https://doi.org/10.18860/jetle.v8i1.45118