An Exploratory Study of an Online English Class Taught Under the COVID-19 Pandemic. Student and Teacher Perspectives of a Bespoke Online Class, Created to Increase Learner Motivation, Collaboration, and Independent Learning.

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With the arrival of the COVID-19 pandemic, English teachers across the world were faced with the prospect of teaching their classes online, many for the first time. This in turn led to the challenge of adapting or creating courses for the online environment without the benefit of experience to fall back on. This research paper describes a piece of action research exploring the reactions of a group of Japanese university students to a bespoke online course. The course was designed specifically to work in the online learning environment and was produced with the aim of increasing students’ motivation, their ability to collaborate and to learn independently. A more traditional, textbook-based course was also taught online to the same group of students and so opinions were canvassed on this as well. This course was taught in largely the same manner that it would have been in a regular, bricks-andmortar classroom. Although this is more of an exploratory study than a piece of comparative research, comparisons between the two courses have been made where relevant. Students were surveyed at the beginning and the end of the course to determine the extent to which they enjoyed each course, their perception of the ability to collaborate, to learn English, their motivation, time spent in front of a screen and several other factors. Alongside this. the teacher as an active participant observed and also reported his findings to provide additional qualitative context to the observations and experiences of the students. Students indicated a clear preference for the online bespoke course. It was evident from their qualitative feedback that they enjoyed making the presentations and learning presentation skills, having a lot of chance to speak English, and developing topic-specific and complex vocabulary. They also found the online course to be both collaborative and motivating. However, at the same time there was an overall consensus that this new course resulted in less English being learned, compared to the traditional course.

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  • 人間文化研究

    人間文化研究 15 129-175, 2021-10-14

    桃山学院大学総合研究所

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