EFL classroom seating and anxiety reduction

The aim of the article is to consider anxiety as a crucial factor in the success or failure of EFL students. The teacher’s and the learners’ roles to cope with this obstacle are of vital importance in the reduction of the individual and pedagogical constraints. The study is based on a think-aloud protocol with the participation of six teachers of Oral Expression from four Algerian Universities: Annaba, Oran, Mostaganem and Batna. Six models of seating arrangements have been suggested to the teachers-participants to define the outcomes of each and its impact on anxiety reduction, so that optimal Oral Expression achievements can be maximized.