Abstract
This study employs a case study design to provide an in-depth understanding of the impact of classroom seating arrangements on EFL students’ engagement. Grounded in engagement theory and communicative language teaching, the study employs an explanatory mixed-methods approach, where quantitative data were collected using structured classroom observations, followed by qualitative data from a semi-structured teacher interview to explain the observed patterns. The study focuses on a single ninth-grade EFL classroom consisting of 30 students taught by one teacher under two different seating arrangements: traditional row seating and cluster group seating. Quantitative data were gathered using time-sampling techniques to measure on-task behavior, while qualitative data explored the teacher’s perceptions of engagement, feasibility and classroom management. The findings indicated that while row seating supported initial behavioral control, cluster resulted in with higher levels of student engagement, although practical constraints such as classroom space and furniture limited its consistent implementation. The study stressed the importance of aligning classroom organization with pedagogical goals and contextual realities.
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