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Conference Paper: Effects of changing classroom physical space in speaking tasks in reduced-size classes
Title | Effects of changing classroom physical space in speaking tasks in reduced-size classes |
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Authors | |
Issue Date | 2018 |
Citation | The 16th Asia TEFL in conjunction with 1st MAAL (Macau Association for Applied Linguistics) & 6th HAAL (Hong Kong Association for Applied Linguistics) International Conference, Macau, China, 27-29 June 2018 How to Cite? |
Abstract | In speaking practices in Hong Kong schools, students are commonly arranged in a semi-circular examination set-up in groups of four or five. This set-up can be associated with examination stress and language learner anxiety. This exploratory study, conducted in the author’s own English language classroom with five Form 5 (Grade 11) local EFL students in a local school, therefore seeks to investigate whether different physical classroom space and organisational layouts mediated positive outcomes in students’ speaking performance and whether they were sustained when students reverted to the more conventional examination setting. It was seen that classroom setting may affect students’ perception of the teacher-student hierarchy and their association with the lesson context, which in turn may affect their performance. Although there is no ‘one-size-fits-all’ layout, this research sheds light on how changing the classroom physical space may reduce student anxiety. This has a practical importance in key areas such as school-based assessments in the Hong Kong Diploma of Secondary Education, as teachers are required to ‘create opportunities for students to demonstrate their best oral language … in a more relaxed and familiar setting’ (HKEAA, 2009). The author suggests that classroom design, alongside other pedagogical decisions, should be considered while planning classes. |
Description | Poster presentation |
Persistent Identifier | http://hdl.handle.net/10722/263666 |
DC Field | Value | Language |
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dc.contributor.author | Wong, STD | - |
dc.contributor.author | Harfitt, GJ | - |
dc.date.accessioned | 2018-10-22T07:42:37Z | - |
dc.date.available | 2018-10-22T07:42:37Z | - |
dc.date.issued | 2018 | - |
dc.identifier.citation | The 16th Asia TEFL in conjunction with 1st MAAL (Macau Association for Applied Linguistics) & 6th HAAL (Hong Kong Association for Applied Linguistics) International Conference, Macau, China, 27-29 June 2018 | - |
dc.identifier.uri | http://hdl.handle.net/10722/263666 | - |
dc.description | Poster presentation | - |
dc.description.abstract | In speaking practices in Hong Kong schools, students are commonly arranged in a semi-circular examination set-up in groups of four or five. This set-up can be associated with examination stress and language learner anxiety. This exploratory study, conducted in the author’s own English language classroom with five Form 5 (Grade 11) local EFL students in a local school, therefore seeks to investigate whether different physical classroom space and organisational layouts mediated positive outcomes in students’ speaking performance and whether they were sustained when students reverted to the more conventional examination setting. It was seen that classroom setting may affect students’ perception of the teacher-student hierarchy and their association with the lesson context, which in turn may affect their performance. Although there is no ‘one-size-fits-all’ layout, this research sheds light on how changing the classroom physical space may reduce student anxiety. This has a practical importance in key areas such as school-based assessments in the Hong Kong Diploma of Secondary Education, as teachers are required to ‘create opportunities for students to demonstrate their best oral language … in a more relaxed and familiar setting’ (HKEAA, 2009). The author suggests that classroom design, alongside other pedagogical decisions, should be considered while planning classes. | - |
dc.language | eng | - |
dc.relation.ispartof | Asia TEFL/ MAAL/ HAAL 2018 International Conference | - |
dc.title | Effects of changing classroom physical space in speaking tasks in reduced-size classes | - |
dc.type | Conference_Paper | - |
dc.identifier.email | Harfitt, GJ: gharfitt@hku.hk | - |
dc.identifier.authority | Harfitt, GJ=rp00901 | - |
dc.identifier.hkuros | 294380 | - |
dc.publisher.place | Macau, China | - |