Exploring Of U-Shaped Classroom Seating On Student Participation In Collaborative Learning At Efl University Student
DOI:
https://doi.org/10.63324/jeit.2.2.2026.169Abstract
Classroom seating arrangement plays an important role in shaping student participation and interaction in language learning contexts. This study explores the implementation of a U-shaped seating arrangement and its influence on student participation in collaborative learning among EFL university students. Using a qualitative case study approach, data were collected through thematic analysis involving six students in a reading class. The findings indicate that the U-shaped seating arrangement enhanced visibility, facilitated peer interaction, and encouraged active involvement during collaborative reading activities. Students demonstrated greater engagement in group discussions, presentations, and teacher–student exchanges, particularly within an Initiation–Response–Feedback (IRF) interaction pattern. However, effective learning outcomes were supported by the instructor’s role in managing activities and guiding interaction. The results of students' perceptions U-shaped seating can support collaborative learning and student participation when integrated with appropriate instructional strategies and classroom management. These findings provide pedagogical implications for designing interactive EFL learning environment.
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