RECONCEPTUALIZING CLASSROOM ECOLOGY: SPATIAL SEATING DYNAMICS AND STUDENT ENGAGEMENT IN THE EFL TEACHING OF INDONESIAN SENIOR HIGH SCHOOL

Agung Nugroho; Mustasyfa Thabib Kariadi; Saud Albusaidi; Trikarti Rahayu; Nicholas Booth; Tuswadi Tuswadi

doi:10.47701/frasa.v7i2.5817

Authors

Agung Nugroho Moetiah Islamic Junior High School
Mustasyfa Thabib Kariadi Jenderal Soedirman University
Saud Albusaidi University of Technology and Applied Sciences
Trikarti Rahayu BINUS SCHOOL Semarang
Nicholas Booth BINUS SCHOOL Semarang
Tuswadi Tuswadi Jenderal Soedirman University

DOI:

https://doi.org/10.47701/frasa.v7i2.5817

Keywords:

Seating Arrangements, Student Engagement, English Language Learning, Classroom Interaction, Conceptual Framework

Abstract

Student engagement is globally known as one of the crucial indicators of effective language learning, especially in English as a Foreign Language (EFL) classrooms, in which interaction and communication are the core pedagogical processes. While many studies have thoroughly examined teaching strategies for enhancing engagement, limited focus has been given to the role of classroom spatial organization in developing student engagement. Particularly, the pedagogical implications of seating arrangements are underexplored within the Indonesian high school EFL context. This conceptual paper develops a theoretical framework which links interactive seating arrangements and student engagement in Indonesian high school EFL classrooms. Drawing on Sociocultural and Ecological Theories, the paper utilizes the methodology of conceptual synthesis and integrative literature review to study the influence of classroom spaces on classroom engagement, collaborative learning, and participatory teaching and learning activities. The findings show that interactive seating arrangements should be seen not merely as physical classroom layouts but as pedagogical and ecological structures facilitating classroom interaction, collaboration, communication, and active participation. The review also recognizes contextual and theoretical gaps in existing research, especially the limited attention to classroom ecology in high school EFL education in the Indonesian context. According to the findings, the paper proposes a framework providing the reconceptualization of seating arrangements as a crucial component of language learning ecology. Furthermore, the paper contributes to the growing literature on student engagement by incorporating ecological perspectives into Indonesian EFL education and offers practical implications for educators and school stakeholders to design more interactive and student-centred language learning

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