(LUẬN VĂN THẠC SĨ) A nonverbal communication study on the application of classroom seating arrangements in academic setting at Hanoi School of Public Health

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST-GRADUATE STUDIES ĐỖ THỊ THU TRANG A NONVERBAL COMMUNICATION STUDY ON THE APPLICATION OF CLASSROOM SEATING ARRANGEMENTS IN ACADEMIC SETTING AT HANOI SCHOOL OF PUBLIC HEALTH (NGHIÊN CỨU GIAO TIẾP PHI NGÔN TỪ VỀ VIỆC ÁP DỤNG CÁC CÁCH SẮP XẾP CHỖ NGỒI TRONG LỚP HỌC TẠI TRƯỜNG ĐẠI HỌC Y TẾ CÔNG CỘNG) M.A MINOR THESIS Field: English Linguistics Code: 60 22 15 Course: 15 Supervisor: Assoc Prof NGUYEN QUANG (Ph.D.) HANOI - 2009 TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS PART I: INTRODUCTION……………………………………………… ….1 I Rationale…………………………………………………………………………………… II Aims of the study……………………………………………………………………………3 III Scope of the study………………………………………………………………… ………3 IV Methods of the study…………………………………………………………… V Design of the study………………………………………………………………………… PART II: DEVELOPMENT………………………………………………… CHAPTER I: LITERATURE REVIEW……………………………………………………… I.1 What nonverbal communication? I.2 Classroom communication styles and classroom seating arrangements………… .7 I.2.1 Teaching styles……………………………………………………………… I.2.2 Seating arrangements and teacher-student interactions…………………………………… I.2.3 Basic classroom seating arrangements……………………………………………………….11 I.2.4 Evaluation of classroom seating arrangements………………………………………… …21 CHAPTER II: METHODOLOGY……………………………………………………………23 II.1 Comments on the survey questionnaires……………………………………………… 23 II.2 Comments on the informants…………………………………………………………….24 CHAPTER III: FINDINGS AND DISCUSSIONS………………………………………… 25 III.1 The proxemics of classroom seating arrangement………………………………………26 III.1.1 The physical environment…………………………………………………………………… 26 III.1.2 The social environment……………………………………………………………………… 29 III.2 The application of classroom seating arrangements in ELT classes at Hanoi School of Public Health………………………………………………………………………… 31 III.2.1 Students responses…………………………………………………………………………… 32 III.2.2 Teachers’ responses……………………………………………………………………………33 PART III: CONCLUSION……………………………………………………35 I Summary of main findings………………………………………………………………….35 II Limitations……………………………………………………………………………… 36 III Suggestions for further study…………………………………………………………… 36 IV Implications……………………………………………………………………………….37 TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES Tables Table Content The teachers’ perceptions of teaching styles used Page 25 The students’ perceptions of physical environment in traditional Table lecture-style classrooms 27 The teachers’ perceptions of physical environment in traditional Table lecture-style classrooms 28 The students’ perceptions of social environment in traditional Table lecture-style classrooms 29 The teachers’ perceptions of social environment in traditional Table lecture-style classrooms 30 The students’ perceptions of the application of different classroom Table seating arrangements for different teaching styles 32 TIEU LUAN MOI download : skknchat@gmail.com PART I: INTRODUCTION I Rationale It has now been widely accepted that the physical environment plays an important role in the learning and teaching process Cornell (2003) holds that the shift from passive learning to active learning requires students to be physically and mentally more uninterrupted, sitting is becoming a more engaged process where students are allowed “greater movement and positioning” (Cornell, 2003:3) Cornell believes that this more engaged process of learning reduces or eliminates drowsiness and muscle fatigue However, no research has provided evidence of whether or not and how the physical arrangement of seating supports the interaction and the efforts of students and the teacher Moreover, Sommer (1967) finds that the seating position that a student selects in a general-purpose classroom is highly correlated with his/her participation in the class For decades, the term “classroom” was characterized as a rectangular room where the “focus was directed to the front where the instructor exercised complete control of the pace, content, and sequence of activities” (Cornell, 2003:1) by using a blackboard and an overhead projector However, the traditional style of instruction, where the teacher delivers the information and students sit silently taking notes, is slowly being replaced with student-centered learning (Nair, 2000) This implies that the traditional type of seating arrangement (desk rows) should be replaced by more flexible ones, such as Ushape, modular or circular to foster interaction among students themselves, support communication with teachers, and motivate individual students to learn Halpern (1994) also agrees with Nair (2000) that effective learning rarely occurs passively As a result, “educators have come to realize that effective instruction focuses on active involvement of TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health students in their own learning, with opportunities for teacher and peer interactions that engage students’ natural curiosity” (Halpern, 1994:11) Wolff (2002) states that in addition to more student-centered learning that current literature indicates a need for changing learning expectations to prepare students for the changing roles and responsibilities in work, family and community for the 21st century She discovers that cooperative, project-based learning is identified as a pedagogy that prepares learners for these new expectations by “conceiving, developing, and implementing projects relevant to the learners’ needs.” (Wolff, 2002:3) Through collaborative and project-based education, students have a means to learn critical thinking, problem solving, teamwork, negotiation skills, and how to take responsibility for their own learning In 2002, Wolff conducted a study on design features of the physical learning environment that support and enhance cooperative, project-based learning at the community college level She found that all of the participants stated the need for flexibility in spaces used for cooperative and project based learning, i.e the classrooms Of the thesis author‟s training institution, Hanoi School of Public Health has a history of years It is a new school with a new major in Vietnam However, public heath is popular in almost all developed countries Most subjects such as epidemiology, environment, population, disaster, accidents and injuries, reproductive health, occupational health use course books and documents translated from English Therefore, English language teaching and learning at this school is considered one of the top priorities Moreover, many lecturers have graduated from world-famous universities, thus, having a lot of opportunities to experience different methods of teaching and different ways of seating arrangement The Dean of the school, Assoc Prof Dr Le Vu Anh, was one of the first Vietnamese medical workers to study public health in the United States He has offered good advice on rearranging students in a language lesson to make it more effective Actually, this has become a practical and necessary demand for a new classroom environment TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health II Aims of the study The study aims at:  Reviewing and discussing different teaching styles and seating arrangements  Investigating the effects of seating arrangements on the socio-physical environment of the classroom  Discussing possible seating arrangements for various class activities at Hanoi School of Public Health III Scope of the study There are various seating arrangements for lecture halls, classrooms and laboratories However, this study focuses on four basic types of classroom seating arrangements They are: desk rows, U-shape, modular and circular The thesis is confined within the investigation and the application of classroom seating arrangements in academic setting at Hanoi School of Public Health with English classes as sample Finally, it is ideal to travel to developed countries such as the United States, where different seating arrangements are available, to take photographs, record or videotape some lectures as materials for the research Due to time constraint, geographical distance, financial difficulty and the scope of a minor thesis, the data used in this study are collected only by conducting survey questionnaires and based on the author‟s observation and experience Therefore, the thesis should only be regarded as a preliminary study with tentative conclusions IV Methods of the study The theoretical background presents a critical review of different publications The source of relevant information comes from books and the Internet TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health The method used for the study is largely quantitative with illustration of tables The discussions of research findings are based mainly on the statistics of the survey questionnaires Comments on the statistics come from consultation with the supervisor, discussion with colleagues and the author‟s personal observation as well as her own experience V Design of the study The study consists of three main parts: Part I: Introduction Part II: Development – This part includes the following chapters Chapter I: Literature review Chapter II: Methodology Chapter III: Findings and discussions Part III: Conclusion TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW I.1 What nonverbal communication? The term “non-verbal” is commonly used to describe all events of human communication that transcend spoken or written words According to Knapp (1980), nonverbal communication should not be studied as an isolated unit but as an inseparable part of the total communication process Nonverbal communication may serve to repeat, contradict, substitute for, complement or elaborate on, accent or emphasize, or regulate verbal communication Obviously, nonverbal communication is important because of the role it plays in the total communication system, the tremendous quantity of information cues it gives in any particular situation and because of its use in such fundamental areas of our daily life as politics, medicine, the arts, advertising, television, education, job interviews, and courtship It has been said, for example, that when we receive contradictory messages on verbal and nonverbal levels, we are more likely to trust the nonverbal message It is assumed that nonverbal signals are more spontaneous, harder to fake and less apt to be manipulated It has also been speculated that those who prefer nonverbal cues over verbal ones show a right-brain dominance Estimates have it that, in a normal two-person conversation, the verbal components carry less than 35 per cent of social meaning of the situation; more than 65 per cent of the social meaning is carried on the nonverbal level According to Knapp (1980: 4-21), the theoretical writings and research on nonverbal communication can be divided into the following seven areas:  Kinesics or body motion  Physical characteristics (including physique or body shape, general attractiveness, clothing) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health  Touching behaviour or haptics (tactile communication is probably the most basic or primary – as )  Paralanguage (including voice qualities and vocalizations)  Proxemics (the study of the use and perception of social and personal space)  Artifacts (including the use of objects such as jewellery and cosmetics and other decorations that may serve as nonverbal stimuli)  The environment or environmental factors within which the interaction occurs Nguyen Quang (2001:19) has a clear and sufficient classification of nonverbal communication as stated in the following diagram: COMMUNICATION Verbal communication Intralanguage - Lexicon - Rules of grammar - Rules of phonetics - Rules of language use and interaction skills -… Nonverbal communication Paralanguage Extralanguage - Vocal characteristics: + Pitch + Volume + Rate + Vocal quality - Types of vocal flow - Vocal interferences - Silence/Pauses -… Body language/Kinesics Object language/Artifacts Environmental language - Eye contact - Facial expressions - Physical characteristics - Gestures - Postures - Body movements - Touch/Haptics/Tactile - … - Clothing - Setting (seating arrangement included) - Conversational distance/Proxemics - Time/Chronemics - Lighting system - Colour - Heat - … - Jewellery - Accessories - Make-up - Artificial scents - Gift - Flowers - …… TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health I.2 Classroom communication styles and classroom seating arrangements Seating arrangements are a main part in a teacher‟s plan for classroom management Not only the teachers need to consider the physical arrangement of the room but also the nature of the students involved Arranging the physical environment of the room should be taken into consideration so that teaching and learning can occur as efficiently as possible The teacher needs to be able to walk around the room without the students having to move their desks The teacher needs to take into account that students seated in the center or front of the classroom tend to interact more frequently with the teacher and the number of behavioral problems tend to increase as the students sit farther from the teacher Also, students in the back and corners of the room are more likely to be off task than those close to the front or to the teacher‟s desk There are many seating arrangements that the teachers can use Each type of classroom arrangement has both advantages and disadvantages To make the lesson most effective, the teacher should fit the teaching style with the appropriate arrangement of students I.2.1 Teaching styles Hativa (2000) lists the following skills of teachers: • Examine, interpret, and share learning; • Understand how students learn; • Learn the knowledge in their field; • Conduct research on learning and teaching; • Share their experiences Additionally, an effective teacher also understands how to promote a love for selflearning in students Bess (2000: 53) argues that “student preferences for teaching strategies are for active and challenging learning, where they are involved, where learning is connected to real life, and where there are opportunities for mutual responsibility” Scott-Webber, Marini, and Abraham (2000) have divided possible teacher-student relationships into different types of communication styles They include one-on-one, TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health MacAulay, D J (1990) Classroom environment: A literature review Educational Psychology, 10(3), 239-253 Nair, Prakash (2000) Wireless Wide Area Networks for School Districts Washington, D.C.: National Clearinghouse for Educational Facilities Nguyen Quang (2001) Nonverbal Communication across Cultures VNU Press Quinn, M M., Osher, D., Warger, C L., Hanley, T V., Bader, B D., & Hoffman, C C (2000) Teaching and working with children who have emotional and behavioral challenges Longmont, CO: Sopris West Rinehart, J (1991) Organization of the environment In Morgan, S R & Rinehart, J (Eds.) Interventions for students with emotional disorders Austin, TX: Pro-Ed Savage, T V (1999) Teaching self-control through management and discipline Boston: Allyn and Bacon Scott-Webber, L., Marini M.S., M., and Abraham Ph.D., J (2000) Higher Education Classrooms Fail to Meet Needs of Faculty and Students Journal of Interior Design, 26 (1): 16-34 Bloomington, IN: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology (ERIC Document Reproduction Service No ED 348 039) Shores, R E., Gunter, P L., & Jack, S L (1993) Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, (18)2, 92-102 Sommer, Robert (1967) Classroom Ecology The Journal of Applied Behavioral Science, (4):489-503 Stewart, S C & Evans, W H (1997) Setting the stage for success: Assessing the instructional environment Preventing School Failure, 41(2), 53-56 Walker, H M & Walker, J E (1991) Coping with noncompliance in the classroom: A positive approach for teachers Austin, TX: Pro-Ed TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Walker, H M., Colvin, G., & Ramsey, E (1995) Antisocial behavior in school: Strategies and best practices Pacific Grove, CA: Brooks/Cole Publishing Company Weinstein, C S (1992) Designing the instructional environment: Focus on seating Wolff, Susan J (2001) Sustaining Systems of Relationships: The Essence of the Physical Learning Environment that Supports and Enhances Collaborative, Project-based Learning at the Community College Level Unpublished doctoral dissertation, Oregon State University Wolff, Susan J (2002) “Designing Features for Project-Based Learning.” Accessed on July 10, 2007 http://www.designshare.com?Research/Wolff/Wolff_DesignShare_3_7_02.pdf Wolfgang, C H (1996) The three faces of discipline for the elementary school teacher TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Appendix PHIẾU KHẢO SÁT ( Dành cho sinh viên) Nhằm tạo môi trường học tập động cho sinh viên học tiếng Anh, từ nâng cao chất lượng dạy học, thiết kế phiếu khảo sát để thu thập ý kiến sinh viên việc ứng dụng cách xếp chố ngồi học tiếng Anh trường Đại học Y tế Cơng Cộng Anh/Chị vui lịng trả lời câu hỏi Phiếu khảo sát cách trung thực, khách quan Chúng xin khẳng định không nêu thông tin cá nhân thảo luận I THÔNG TIN CÁ NHÂN Lớp: Học phổ thông ở: Nông thôn  Thành phố  Giới tính: Nam  Nữ  Hà Nội Sinh viên năm thứ Quá trình học tiếng Anh năm Bạn có thích mơn tiếng Anh khơng? Có  Bình thường Khơng II THƠNG TIN VỀ PHỊNG HỌC Diện tích phịng học …………… Số lượng sinh viên lớp ……………… 10 Số lượng bàn lớp ……………… III NỘI DUNG KHẢO SÁT Anh/Chị cho biết ý kiến cách đánh dấu (X) vào mục mà Anh/Chị đồng ý (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Về môi trường Vật chất / Xã hội lớp học Trong học tiếng Anh anh/chị, kiểu xếp phổ biến nhất?  Truyền thống (Các dãy bàn kê theo hàng ngang) (Xem hình 1)  Hinh chữ U (Hình móng ngựa/ Hình oval) (Xem hình 2)  Từng khu vực, khu vực gồm nhóm 4-5 sinh viên (Xem hình 3)  Vịng trịn lượt (1vịng vịng ngồi) (Xem hình 4)  Ý kiến khác …………………… Anh/Chị có hài lịng với cách xếp khơng?  Rất hài lịng  Tương đối hài lịng  Khơng hài lịng  Hồn tồn khơng hài lịng Với cách xếp theo kiểu truyền thống, xin anh/chị cho biết mức độ thường xuyên hoạt động cách thức xếp chỗ ngồi học tiếng Anh trường anh/chị? Hoạt động lớp Luôn Thường Thỉnh Không xuyên thoảng SV giúp đỡ học SV làm việc theo nhóm học SV đưa ý kiến đóng góp thảo luận SV đặt câu hỏi cho GV GV định lượng hoạt động thảo luận SV SV hoạt động theo khả thân SV bị phân tán học (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Cách thức xếp chỗ ngồi Luôn Thường Thỉnh Không xuyên thoảng Cách xếp chỗ ngồi lớp tạo điều kiện thuận lợi cho GV giúp đỡ SV học Cách xếp chỗ ngồi tạo điều kiện thuận lợi cho SV giao tiếp với dễ dàng Cách xếp bàn ghế giúp cho việc lại lớp dễ dàng Tơi gặp khó khăn theo dõi bảng /màn hình trình chiếu Tơi cảm thấy thoải mái ngồi chỗ Tơi nhìn thấy tất bạn GV từ chỗ ngồi Về việc ứng dụng cách xếp chỗ ngồi vào việc dạy tiếng Anh Dưới cách xếp chỗ ngồi lớp học a Truyền thống Hình (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health b Hình chữ U Hình c Khu vực hoạt động cho – SV Hình (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health d Vòng tròn lượt Hình Với cách xếp chỗ ngồi truyền thống, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Với cách xếp chỗ ngồi hình chữ U, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Với cách xếp chỗ ngồi khu vực 4-5 SV, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Với cách xếp chỗ ngồi vòng tròn lượt, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Cảm ơn hợp tác anh/chị! (vi) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Appendix PHIẾU KHẢO SÁT ( Dành cho Giảng viên) Nhằm tạo môi trường học tập động cho sinh viên học tiếng Anh, từ nâng cao chất lượng dạy học, thiết kế phiếu khảo sát để thu thập ý kiến sinh viên tính ứng dụng cách xếp chố ngồi học tiếng Anh trường Đại học Y tế Cơng Cộng Anh/Chị vui lịng trả lời câu hỏi Phiếu khảo sát cách trung thực, khách quan Chúng xin khẳng định không nêu thông tin cá nhân thảo luận I THÔNG TIN CÁ NHÂN Tuổi: Giới tính: Nam  Nữ  Quá trình dạy tiếng Anh trường năm Anh/ chị dạy SV chuyên ngữ hay chưa? II THÔNG TIN VỀ PHỊNG HỌC Diện tích phịng học …………… Số lượng sinh viên lớp ……………… 10 Số lượng bàn lớp ……………… III NỘI DUNG KHẢO SÁT Anh/Chị cho biết ý kiến cách đánh dấu (X) vào mục mà Anh/Chị đồng ý Về môi trường Vật chất / Xã hội lớp học Anh/Chị thường lên lớp với phương pháp sau đây?  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Anh/Chị cho biết mức độ thường xun phương pháp Khơng Hiếm Thường xuyên Luôn Đối thoại với sinh viên GV thuyết trình, SV ghi chép SV hoạt động theo nhóm Thảo luận chung lớp Trong tiếng Anh anh/chị, kiểu xếp phổ biến nhất?  Truyền thống (Các dãy bàn kê theo hàng ngang) (Xem hình trang 3)  Hinh chữ U (Hình móng ngựa/ Hình oval) (Xem hình trang 3)  Từng khu vực, khu vực gồm nhóm 4-5 sinh viên (Xem hình trang 4)  Vịng trịn lượt (1vịng vịng ngồi) (Xem hình trang 4)  Ý kiến khác …………………… Anh/Chị có hài lịng với cách xếp khơng?  Rất hài lịng  Tương đối hài lịng  Khơng hài lịng  Hồn tồn khơng hài lịng Với cách xếp theo kiểu truyền thống, xin anh/chị cho biết mức độ thường xuyên hoạt động cách thức xếp chỗ ngồi học tiếng Anh trường anh/chị? Hoạt động lớp Luôn Thường xuyên Thỉnh thoảng Không SV giúp đỡ học SV làm việc theo nhóm học SV đưa ý kiến đóng góp thảo luận SV đặt câu hỏi cho GV GV định lượng hoạt động thảo luận SV (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health SV hoạt động theo khả thân SV bị phân tán học Cách thức xếp chỗ ngồi Luôn Thường Thỉnh Không xuyên thoảng Cách xếp chỗ ngồi lớp tạo điều kiện thuận lợi cho GV giúp đỡ SV học Cách xếp chỗ ngồi tạo điều kiện thuận lợi cho SV giao tiếp với dễ dàng Cách xếp bàn ghế giúp cho việc lại lớp dễ dàng Tôi gặp khó khăn theo dõi hoạt động SV Tơi nhìn thấy tất SV từ chỗ ngồi Về việc ứng dụng cách xếp chỗ ngồi vào việc dạy tiếng Anh Dưới cách xếp chỗ ngồi lớp học a Truyền thống (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Hình b Hình chữ U Hình c Khu vực hoạt động cho – SV (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health Hình d Vịng trịn lượt Hình Với cách xếp chỗ ngồi truyền thống, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Với cách xếp chỗ ngồi hình chữ U, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Với cách xếp chỗ ngồi khu vực 4-5 SV, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm  Thảo luận chung lớp  Ý kiến khác Với cách xếp chỗ ngồi vòng tròn lượt, anh/chị cảm thấy hoạt động phù hợp có hiệu  Đối thoại với sinh viên  GV thuyết trình, SV ghi chép  SV hoạt động theo nhóm (i) TIEU LUAN MOI download : skknchat@gmail.com (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health (LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health(LUAN.VAN.THAC.SI).A.nonverbal.communication.study.on.the.application.of.classroom.seating.arrangements.in.academic.setting.at.Hanoi.School.of.Public.Health