中部大学教育研究2022

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tobeheard.Furthermore,morerulesleadtomoretimeneededforclassroommanagement;somestudentsarelesscautiousaboutpropermaskusageandsocialdistancingandneedreminders.4.2Generalbenefitsofface-to-faceDespitetheselimitations,thereturntoface-to-faceallowsformoreopportunitiestoconnectwiththestudents,toobservetheirlearning,forstudentstopracticethelanguage,andawidervarietyofteachingmethods.Areturntotheclassroommeansmoretimewiththestudents.Duringremotelearning,studentsmetinsmallermanageablegroups,andthuswereonlyabletolearntogetheramaximumof7timesinasemesterinsteadofthe15opportunitiesbeingoncampusprovides.Inaddition,monitoringstudentsworkingindistancedpairsorindividuallyismoremanageablewhenthereisaphysicalpresence.Physicalpresencealsomakesitfareasiertoseehowthestudentsapproachtheirlearningandwhatlearningstrategiestheyareusing.Forexample,teachersareabletoseewhetherornotstudentsaretakingnotesduringclasswhentheirentireworkspacecanbeobserved.Thisisespeciallytruewhencontrastedwithremotelearning.ItisquiteeasyforstudentstohavemultiplecomputerwindowsopenduringaZoomlesson.TheycouldbelookingatsocialmediaorplayingagamewithZoominthebackgroundwithouttheteachernoticing,somethingmuchmoredifficulttodowheninclass.4.3Adaptingfromremotetoin-classStudentsthatspenttheirfreshmanyearintheremoteclasshavehadtoadjusttolearninginaface-to-faceenvironment,aprocesswithwhichsomestudentshavehaddifficulty.Onedifficultysomeofthesophomorestudentshaveisbeingconsistentwiththeironlinework.Onthesurfacethisseemsquitesurprising.Onewouldthinkthatstudentsshouldbeaccustomedtodoingthisworkfromtheirpreviousexperienceduringremoteclasses.However,thesestudentsbuiltahabitofdoingtheironlineworkduringthedesignatedclasshour.Thisisnotpossibleduringface-to-facelessons,sothestudentsseemtobestrugglingtofindtimeoutsideofclassestodotheirhomeworkandself-regulatedstudy.Inconsistencywithdoingtheonlineworkalsomakestheface-to-facelessonsmorechallengingforthestudents.Itisexpectedthatstudentshavesomefamiliaritywithlearningtargetsfromlessonpreviewcontentdoneonlinebeforeclass,andthatthestudentsarepreparedtoengageinclassactivities.Whentheyhavenotdonethework,someunderstandablystruggleduringthelesson.5LessonsLearnedTheexperienceofchangetoandbackfromadistancelearningmodelhashighlightedseveralaspectsoflanguageteaching.Firstistorememberthatlearningisnotnecessarilyalinearprocess.Althoughweliketothinkthatstudentsareprogressingwitheachclassandeachlesson,learningcanhappeninchunksandspurts.Whatlookslikeasetbackmightinsteadbeanaturalpartofanaturallearningprocess.Inaddition,asD・rnyei（2001）suggested,motivationisagradualprocess.So,teachersshouldbepatientwiththeirstudentswhenitseemstheyarestruggling.However,theyshouldalsobeactiveinreflectingonhowtobettermeetstudentneeds.Inotherwords,teachersneedtobeabletoidentifywhatissuesareurgentandwhatcanwait.Thiscomesthroughcarefulobservationandalittlebitofpatience.Beingflexibleisalsoimportantinthefaceoflimitations.Whensocialdistancinglimitsgroupwork,onethingwewereabletodoisutilizelanguagelabheadphonestomakegroupswithoutstudentsneedingtogetcloser.In-classmicrophoneswereavailabletothequietstudentswhohaddifficultybeingheardthroughmasks.Inaddition,mask-freepronunciationlessonsarestillprovidedtothestudentsviaZoominordertoaddresspronunciationissues.Finally,materialswerealteredinawaythataccommodatedtherestrictions.Theremoteexperiencealsoshowedthatevenpositivechangescanhaveunexpectedresults.TheremotelearningclassesworkedwellforfamiliarizingstudentswithonlinelearningandBacktotheClassroom―57―