Speaker
Description
Teacher positioning, the way in which teachers stand, sit or move at different stages during the lesson, is a crucial aspect of effective classroom management and instructional delivery. It is not just about where the teacher stands, but how their movement and presence influence student engagement, behavior, and learning. The study, conducted at a university setting in Hanoi, aims to explore the effectiveness of teacher positioning in EFL classrooms. Through a mixed-methods approach, including classroom observations and a survey questionnaire, the study seeks to investigate the potential benefits of teacher positioning as well as its impact on the management of a university-level EFL classroom from the teachers’ perspectives. The findings reveal that varying teacher movements had positive contributions to the way the class works, created a more intimate, relaxing and learner-centred classroom atmosphere and changed the students’ assumptions about the teacher’s role in class. The study presents several practical recommendations for EFL university teachers about how often, where and when to circulate during a lesson. The study also holds implications for the strategic design and planning of EFL classrooms to facilitate easier teacher positioning.
Biography
Bui Thi Anh Duong is a teacher of English at Faculty of English Language and Culture, University of Languages and International Studies, Viet Nam National University, Ha Noi. She has been teaching English for 21 years. Her main areas of interest are English teaching methodology and testing and assessment.
