Abstract
This paper examines the role of TAs in an intermediate-level course using on-demand Moodle material “Kokokara” together with weekly Zoom schooling as a part of the TUFS Online Preparatory Japanese Language Course for International Students. Survey results show that in facilitating breakout rooms, TAs supported participants’ learning in 4 ways: (1) being a Japanese conversation partner, (2) building participants’ confidence in speaking, (3) assisting with tasks, (4) fostering interest in Japanese culture. In summary, the TAs’ role in ensuring smooth online schooling involves being an active speaker and listener while providing support.
https://ror.org/027tyzk91 
