This study is a practical report on real-time online English lessons for arts and sciences conducted at a university in Kansai area under the COVID-19 outbreak. The lessons were conducted online synchronously in real time as a virtually face-to-face, once-a-week English class. The lessons were planned to provide opportunities to learn English interactively online virtually face-to-face for the second- to the fourth-year students at an undergraduate level, who missed the chance to have their actual face-to-face lessons in the classroom. A total of 42 students registered for the class: 35 students attended the class regularly and 7 students did not appear in the class at all without handing in a report of absence. Hence the report analyzed the data of a total of 35 regularly attended students. The result found that the attended students positioned their real-time online English lessons as a hub of their English language learning while staying at home. The students seemed to be positively and proactively involved in their English learning even under restricted situations staying at home hit by the COVID-19 outbreak.

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The course Seminar in Teaching Profession Practice was started in 2020 to confirm that teacher training course students had acquired knowledge, skills, and a mindset which were prerequisite to start their teaching profession. The purpose of this study is to clarify what teacher training course students would learn and how they would grow by taking the course. Nine undergraduate students were employed as the participants and they took the course taught by the author. In the 15th class, they filled out a questionnaire that consisted of 34 items. It was designed to evaluate their readiness to start their teaching career. They also submitted a report on what they had learned by taking the course. The analysis of the data suggests that the course provided them with opportunities to reflect on what they had learned during their university years and that the course helped them to increase their readiness to start their teaching career.

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The present study aims to propose the improvement of the instruction for English writing at the junior high schools. According to the National Survey of English Education Status of Implementation (2019), the percentage of junior high schools in Kochi that gave writing performance tests in English classes was 98.1%, higher than the national average. However, the results of the Survey of National Academic Ability and Learning Situation (2019) showed that the percentage of correct answers was lower and that of non-responses was higher in Kochi than the national average. To confirm the weak points of students in Kochi, a writing test was conducted for 295 students in a junior high school in Kochi. The result suggested one of major causes was the infelicity of use regarding be and other verbs. More effort for the instructions of the basic grammar knowledge is needed.

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