Classroom Ergonomics to Enhance Language Acquisition: A Pilot Study

Formal and informal language learning are expected to happen in language classrooms. A conducive physical ergonomics enhances language learning. Several postulates have been stated initiating teachers/facilitators to set up learner-centric classrooms than teacher dominant language classrooms. The objective of this paper is to enhance the performance of the students in language classrooms by modifying the conventional rows and columns in seating arrangement of students. In conventional classroom ergonomics students face the teachers and this arrangement has been altered to suit the students to face one another in U-shape arrangement, Learner Interactive arrangement and Peer Interactive classroom. A cluster of all these three structures in the classroom layout promote the students’ preferences for raising issues, sharing of ideas, negotiating, expressing dissatisfactions, dissuading and persuading others’ views. The proposed language classroom has emerged out of a pilot study conducted at Mepco Schlenk Engineering College, Sivakasi, Tamilnadu, India. The behavioural changes of two hundred students undergoing undergraduate courses were observed for an academic year and analysed in the proposed ergonomics. The changes in the behavioural aspects state that varied classroom ergonomics brings higher order of focus in the language learning participation. Hence, it is proven that the classroom ergonomics has a bearing on learning outcome.

Keywords:

environmental change , work scheduling , physical Ergonomics , learning and skill acquisition