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VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THÙY LINH USING DIFFERENT CLASSROOM SEATING ARRANGEMENTS TO INCREASE STUDENTS’ ON-TASK BEHAVIORS IN COOPERATIVE LEARNING ACTIVITIES (Thay đổi mơ hình xếp chỗ ngồi sinh viên để thúc đẩy tham gia vào hoạt động học theo phương pháp dạy học hợp tác.) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 HÀ NỘI, 2019 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THÙY LINH USING DIFFERENT CLASSROOM SEATING ARRANGEMENTS TO INCREASE STUDENTS’ ON-TASK BEHAVIORS IN COOPERATIVE LEARNING ACTIVITIES (Thay đổi mơ hình xếp chỗ ngồi sinh viên để thúc đẩy tham gia vào hoạt động học theo phương pháp dạy học hợp tác.) M.A MINOR THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Prof Hoàng Văn Vân HÀ NỘI, 2019 DECLARATION I certify that I myself write this thesis entitled “Using Different Classroom Seating Arrangements to Increase Students’ On-Task Behaviors In Cooperative Learning Activities” It is not a plagiarism or made by others Anything related to others’ works is written in quotation, the sources of which are listed on the list of references If then the pronouncement proves wrong, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree Signature ACKNOWLEDGEMENTS First and foremost, I have to thank my research supervisor, Prof Dr Hoang Van Van Without his assistance and dedicated involvement in every step throughout the process, this study would have never been accomplished I would like to thank him very much for his support and understanding I am grateful to all of those with whom I have had the pleasure to work during this and other related projects Thanks to their passionate participation and input, the validation survey could not have been successfully conducted Nobody has been more important to me in the pursuit of this project than the members of my family I would like to thank my parents, whose love and guidance are with me in whatever I pursue Once again, to my wonderful parents and my friends, thank you for supporting and believing in me Love you! ABSTRACT Research has shown that student participation is affected by a number of factors that include students’ gender, personality differences as well as class environment This class environment includes classroom seating arrangements which are believed to play an important role in fostering students’ on-task behavior However, how a seating arrangement can encourage on-task or off-task behavior is found to depend on how far this seating arrangement agrees with the activity being done and the interaction pattern aimed at in class The purpose of this study was to determine: (1) if classroom seating arrangements affect student on-task/off-task participation in CL activities, (2) in what ways seating arrangements affected student participation (3) students’ preferences of different classroom seating arrangements, namely rows and columns and circles The study was mainly exploratory and qualitative using a convenience sample of two EFL classes, of a total of 43 students Data were collected through students’ responses to a questionnaire and a reflective paper In addition, video recordings of class sessions were also used to collect data about student on-task/off-task participation in both seating arrangements Analysis of data shows seating arrangement is a priority to foster student on-task participation in class since the videos show that students in one class were keen to create their semi-circle shaped when seated in the rows and columns in order to work on group activities while students in the other were subversive to the rows and columns seating arrangement where two of the group members left their places and sat facing the group TABLE OF CONTENTS LIST OF TABLES AND FIGURES Figures Figure Figure Figure Figure Figure Figure Figure Figure Figure Figure 10 Figure 11 Figure 12 Tables Table Table Table Content Row seating Cluster seating U-shape/horseshoe and circle seating Students' responses to Question about talkativeness (Class 1) Students' responses to Question about talkativeness (Class 2) Students' responses to Question about seating arrangement preferences in questionnaire and 10-minute paper Number of turns and comments for each student Number of comments made by students in Class in each category (in number) Number of Turns (Class 1) Number of turns, comments for each student (Class 2: circles) Number of comments made by students in Class in each category Students' seating arrangement preferences in questionnaire and 10-minute paper (in %) Content Reasons for choosing both seating arrangement (both classes) Number of comments in each video Reasons for students' preferences for seating arrangements in the 10-minute paper Page 22 22 23 27 29 30 33 33 38 Page 24 28 40 PART 1: INTRODUCTION Rationale According to Cornell (2003:1), for a long time, 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 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 substituted by more flexible ones, such as U-shape, modular or circular to foster interaction among students themselves, support communication with teachers, and motivate individual students to learn Halpern (1994) share the same thoughts with Nair (2000) that effective learning rarely occurs passively Therefore, educators have come to realize that effective instruction focuses on active involvement of students in their own learning, with opportunities for teacher and peer interactions that engage students’ natural curiosity (Halpern, 1994:11) McCorskey & McVetta (1978) claim that classroom seating arrangements are the most important part of establishing the physical classroom environment A good classroom seating arrangement will set the overall atmosphere, or mood and further the stage for teacher student relationships When considering that classroom seating arrangements are organized by teachers into logical, methodical design structures that best facilitate student learning and make use of the teacher’s individual teaching style, problems can arise when teachers not choose their seating arrangements carefully and meaningfully (O’Hare, 1998) However, it may be hard for teachers to choose a certain seating arrangement, the problem that frequently surfaces is this: what classroom seating arrangement is the most effective Undoubtedly, this works under the proposition that there are some seating arrangements that are more effective than others (McCorskey & McVetta, 1978) In other words, there are seating arrangements that more harm than good for a teacher wishing to establish rules, standards, and regulations on the first day that last through the remaining time he/she has with a given set of students If these most basic needs are not met – that is, establishing boundaries for students based on the schematic structure of the classroom’s seating – then it presents challenges for the teacher’s effectiveness (Becker, Sommer, Bee, & Oxley, 1973) From my point of view, the most important thing here to consider is that the effectiveness of classroom seating arrangement is a measurable, observable phenomenon, since there are underlying factors that allow certain arrangements to work better than others (Cooperative Research Program, 1965) In a way, to consider “effectiveness” means to think about correlation: comparing several possible seating arrangements with respect to the common data inherent in each Though “effectiveness” is always relative to the teacher’s teaching style, the size of the class, and other elements of the physical classroom that no teacher nor any one seating arrangement can control (i.e where the door or windows are located, where the teacher might situate their desk, if there are any built-in bookshelves or free-standing ones, and the placement and size of chalkboard/white board in the wall), the purpose of this study is to show, through the appropriation of measurable student-specific and observable teacher-related data, that there are, indeed, certain classroom seating arrangements that are theoretically more effective Aims of the study and research questions The aim of this study is to explore two elements in relation to classroom seating arrangements The first element is students’ preferences for different seating arrangements and the reasons for their choices The second one is students’ on-task/offtask participation in two different seating arrangements, the rows and columns and the circles To achieve the above overarching aim, the study raises three questions for exploration: Question 1: Does classroom seating arrangement affect students’ on-task/off-task 10 APPENDIX APPENDIX A: Free form Questionnaire Hãy trả lời câu hỏi sau: Theo thang điểm từ đến 5, miêu tả thân bạn lớp học Nhút nhát Năng động Trong mơ hình chỗ ngồi đây, bạn thích sơ đồ nhất? Nêu lý bạn lại chọn sơ đồ chỗ ngồi 56 APPENDIX B: Ten-minute paper Bạn cảm thấy sau làm việc nhóm theo a sơ đồ chỗ ngồi bình thường b sơ đồ chỗ ngồi hình tròn Bạn thích ngồi theo sơ đồ hơn? Tại sao? Theo bạn, sơ đồ chỗ ngồi giúp bạn làm việc hiệu hơn? Tại sao? 57 APPENDIX C: List of Codes List of Codes Ordered according to appearance in the first video coded On-task comments 1.1 Asking others for help/advice 1.1.1 Asking for clarifications 1.1.2 Asking a friend for understanding 1.1.3 Asking for suggestions 1.1.4 Asking the teacher for feedback 1.2 Offering opinion or expert advice 1.2.1 Explaining something to the group 1.2.2 Offering suggestions 1.2.3 Showing understanding of a point 1.3 Taking a stand 1.3.1 Showing agreement 1.3.2 Showing disagreement 1.3.3 Expressing opinion about a suggestion 1.4 Group management 1.4.1 Asking a group member to focus on activity 1.5 Silent on-task behavior (writing an answer or reading from the book) Off-task behavior 2.1 Using their cell-phones 1.2.Chatting with friends 58 APPENDIX D: Students’ responses to Questions and on the questionnaire CLASS Name Answer to Q2 Reasons for choosing the seating arrangement (Q3) Rows and columns is boring An Circles Sitting in groups will motivate me more T Anh Rows and columns The class should be organized V Anh Rows and columns It enables class discussions It is more organized Việt Anh Rows and columns Can’t make groups so no one feels rejected Having many students in the class Bảo Rows and columns Sitting among friends More comfortable Bùi Rows and columns Easy for class discussions Helps in group communication Chi Circles Helps the teacher keeps an eye on all groups Organized Dung Rows and columns See the board clearly Communicate easily Phương Rows and columns Share ideas with groups I am used to this seating arrangement Hạnh Rows and columns It’s more comfortable to me Because students would be more close to each other so Linh Circles they can participate easily Because it would be more fun Because there are less chairs so there will be less people, so, I will understand more and concentrate H.Mai Circles well I like to be in a quiet place V.Mai Circles Minh Rows and It helps the teacher be in a good mood Better in group work We can see the people who are talking easily Because group sitting can be annoying at some point, 59 Lâm Sang columns and affects my concentration More attractive Circles More effective Circles It has smaller number of people It helps to work in groups We can see each other more easily 60 Name Answer to Q2 Ánh Rows and columns Ái Circles Dinh Circles Đăng Circles CLASS Reasons for choosing the seating arrangement (Q3) Better organization, better view of the teacher, better focus Will be more communicative Eye contact Closer to my group and I can communicate with the teacher easily To be more cooperative, to concentrate I like to learn more about the subjects that interest me and when I am sitting in the front of Dung Rows and columns the class, I tend to pay more attention Everyone is paying better attention this way It is more academic but circles is more professional I choose this specific diagram because it’s easier Duy Rows and columns to see the board, it’s easier for students to concentrate and it’s also better for the teacher as he/she could see everyone in class It would be more friendly Huy Circles Easy to share information Easy to see all your group Mai Circles We can share our ideas I like joining group work More comfortable Manh Circles Able to concentrate more Easy to be helpful Mạnh Circles Not too crowded 61 Looks more organized Easy to share information H Nam Circles N Nam Circles Because groups help me to find new and good ideas Easier to communicate and concentrate I think it’s more organized and eye-relieving Ngân Rows and columns I think it’s more academic and helps in being focused The diagram “B” is better off in pre-school or elementary school, not college Easier to communicate Ngọc Circles To concentrate To be more cooperative Nhi Quân Quý Sơn Tú Tân Circles Rows and columns It will be easier to communicate More concentration I chose this specific diagram because I concentrate more, contribute more, and learn more Rows and Will concentrate more, will be more organized column and will be easy to see the board Circles Rows and columns Circles Easier to communicate, to concentrate, and be more cooperative It would be more organized I can clearly hear my teacher I can concentrate I would like to see everybody in the group, be able to hear each other and maintain eye 62 contact in circles is much better Tâm Circles Tùng Circles We will be more communicating Eye-contact is important in group work To be more cooperative To concentrate We can be more active K.Trang Circles Share easily See everyone in my group The class in this way is organized T.Trang Rows and The teacher will appear to everyone clearly and columns we can listen to him easily The white board will clear appear to me N.Việt Circles To communicate with my group Eye-contact The eye-contact with the group members is much more better X.Vũ Circles I feel more connected and comfortable in this seating It’s easier to share ideas H.Vũ Circles Because groups help me to fine new and good ideas 63 APPENDIX E: Students’ responses to Question on the reflection pape CLASS Name Rows and Columns Circles Working in rows and columns It is more preferred, it gives you makes a distance between groups the sense of sitting in one group T Anh Normal but hard to communicate Better and more comfortable V Anh An Not comfortable, it’s hard to Việt Anh communicate with more than one student Very good way to communicate with all group members Bảo Bùi Chi We don’t all share in this activity I feel more organized and more Dung focused on the target other in all activities More comfortable Gives me Hạnh Linh H.Mai communication I feel more connected by each other and that we can share more ideas We cannot share ideas with each Phương We can all share ideas/better happiness more than the circles We can communicate easier - It is annoying me It disturbs me It is better because we feel that and I can’t concentrate well in it we are all together working with with my groups each other It’s more comfortable than the rows and columns We all talk 64 together and discuss everything with each other and we feel that we are all one family V.Mai Minh comfortable could have been better Lâm I not prefer it Sang I feel I can communicate better with other working as a group in rows and better so I can see everyone columns is bad We can’t with me in the group and communicate like a circle share and talk 65 CLASS Rows and Columns Name Circles Ánh - Ái - Dinh - Đăng - In rows and columns, I feel very Dung comfortable and focused I enjoy small group work or solitary work than large groups It was a bit difficult, as talking to Duy the last person in the row was hard It’s easier to concentrate with the teacher this way In circles, it is very hard to focus and I feel uncomfortable to study It’s better when it comes to team work, as we can all hear each other’s ideas Huy - Mai - Manh It’s complicated easy and helpful Mạnh - H Nam - N Nam It’s much difficult than circles Ngân Ngọc I feel comfortable and it was much easier columnist feels more academic It was not professional I could and helps a lot in focusing not concentrate and I felt distant - It brings me a headache and we Nhi are sitting far away from each other 66 much better Quân Quý Sơn It was a bit confusing and difficult much better than the rows to concentrate and columns formal and uncomfortable comfortable much better because I can see Tú It’s boring both the teacher and the students and communicate easily Tân Tâm It feel uncomfortable and not I feel it’s more comfortable satisfied and can see everyone I don’t prefer it because there’s no eye-contact which is important better to communicate I liked it more than sitting in Tùng It was uncomfortable K.Trang not active T.Trang - I can understand better by being I felt it is difficult to understand in front of the teacher and can from the teacher and cannot look look at her at her correctly rows and columns are not It’s more comfortable because I comfortable I don’t prefer feel that I am talking to the working in rows and columns I person through his/her eyes And feel that I work individually this is an easier means of because the way we were sitting communication for me N.Việt X.Vũ H.Vũ rows and columns more active and easier to share ideas 67 APPENDIX F: Students’ preferences in both the questionnaire and the 10minute paper CLASS Name Circles 10-minute paper Circles T Anh Rows and columns Circles V Anh Rows and columns Việt Anh Rows and columns Circles Bảo Rows and columns Bùi Rows and columns Chi Circles Circles Dung Rows and columns Rows and columns Phương Rows and columns Circles Hạnh Rows and columns Rows and colums Linh Circles - H.Mai Circles Circles V.Mai Rows and columns Rows and columns Minh Circles Circles Sang Circles Circles An Questionnaire 68 CLASS Name Ánh Questionnaire Rows and columns 10-minute paper - Ái Circles - Dinh Circles - Đăng Circles - Dung Rows and columns Rows and columns Duy Rows and columns Circles Huy Circles - Mai Circles - Manh Circles Circles Mạnh Circles - H Nam Circles - N Nam Circles Circles Ngân Rows and columns Rows and columns Ngọc Circles - Nhi Circles Circles Preferred rows and columns Quân Rows and columns but circles helped her learn more Quý Rows and columns Circles Sơn Circles Circles Tú Rows and columns Circles Tân Circles Circles Tâm Circles Circles Tùng Circles Circles K.Trang Circles Circles 69 T.Trang Rows and columns - N.Việt Circles Rows and columns X.Vũ Circles Circles H.Vũ Circles Circles 70 ... COOPERATIVE LEARNING ACTIVITIES (Thay đổi mơ hình xếp chỗ ngồi sinh viên để thúc đẩy tham gia vào hoạt động học theo phương pháp dạy học hợp tác. ) M.A MINOR THESIS Field : English Teaching Methodology
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