paraphrase this academic report writing of a study about TEACHER-TRAINEES’ PERCEPTIONS ON THE EFFECTIVENESS OF CLASSROOM SEATING ARRANGEMENT FOR BETTER SPEAKING PERFORMANCE IN ENGLISH AS A SECOND LANGUAGE (ESL) CLASSROOMS ; Research findings indicate that scholars have been interested in examining the challenges faced by teachers in teaching speaking in class. Shifting the focus to the physical classroom environment, the impact of seating arrangements on ESL speaking performance is a growing area of interest. Researchers are beginning to analyze the importance of the classroom setup and overall design as an essential factor in the educational system. Even though there have been several studies about seating arrangement have been conducted (i.e. Adolo, Akhmad, & Jannatussholihah, 2022; Gremmen et al, 2016; Salma & Sahin, 2022; Nurfaidah et. al, 2022), they were conducted in the primary, junior high school levels, and in the institutions.  
Adolo, Akhmad, and Jannatussholihah (2022) in their research of “Seating Arrangement in Learning English: Teachers’ Perceptions'' took a place in Gorontalo with two junior highschool teachers and the authors collect the data by using a semi-structured interview. They discovered that (1) teacher perception of seating arrangement in learning English included teachers' comprehension of the use of seating arrangement in learning English and teachers' reactions to students' reactions after changes in seating arrangement, and (2) the teachers' constraint of applying seating arrangement pattern in learning English contains about problems faced by the teacher when doing seating arrangements and teachers' assessment of the proper seating. Researchers have suggested several factors that must be taken into account when creating seating arrangements that would improve the students' quality of learning as well as their impact on learning English. Their study proves that seating arrangement is taking a quite crucial role for students’ learning. 
Another study from Gremmen et al. (2016) was conducted in the South-eastern Netherlands with teachers as the participants as well mentioned that there are four aspects that teachers’ considered to arrange the seating in the classroom, such as social, academic, classroom management, and personal characteristics but the majority mentioned academics as their main reason. The teachers prioritize the academics aspect as the most important consideration to seating arrangement. 
Whereas, this study attempted to fill the gap by focusing on seating arrangement in the perspective of a teacher-trainee. Therefore, a study about seating arrangement preferences for English in senior high school is urgent to conduct. The reason it is urged to conduct is that the teacher must know what are the preferences to support students’ learning. While traditional challenges in teaching speaking skills remain relevant, the physical arrangement of classrooms plays a crucial role in facilitating or hindering ESL speaking performance. By understanding and optimizing seating arrangements, educators can better address the unique needs of language learners, promoting more effective and confident speaking engagements in the ESL classroom.