Abstract
Students’ engagement is essential for English as a Foreign Language students. This case study examines the impact of classroom seating on student engagement. This study is guided by engagement theory and communicative language teaching, the study employed a mixed-methods design combines classroom observation and a semi-structured teacher interview. One ninth-grade EFL class (30 students) was observed during two lessons delivered by the same teacher under two seating conditions: traditional row seating and cluster group seating. Quantitative observation data were collected using time-sampling techniques to measure on-task behavior, while qualitative data explored the teacher’s perceptions of feasibility and classroom management. The findings of the study indicate that row seating supported initial behavioral control and cluster seating associated with higher levels. Qualitative findings revealed that the heavy chairs and limited classroom space pose challenges to implement flexible seating arrangements. The study contributes context-specific evidence from Libya, and highlights how low-cost pedagogical adjustments to classrooms may support communicative learning goals.
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