This study investigates EFL learners’ footing and participation framework during the enactment of a simple four-line scenario. To understand how they are engaged in the embodiment of their characters and contexts, conversation analysis, especially multimodal analysis, has been conducted on their performances. Based on the results, this paper calls for attention on physical aspects of L2 interaction.
This paper describes a teacher’s practice of online lessons influenced by COVID-19 and students’ evaluation of them. Online lessons are evaluated higher than face-to-face lessons especially in terms of visibility and implementation of small tests. However, we have to challenge the technological problems and the vagueness of students’ attitudes during class.
In this study, the author introduces a recitation activity in a class of university students with low English proficiency to help them improve their self-efficacy in written English. Reciting English sentences helped students deepen their understanding of grammar and sentence structure; this exercise resulted in students’ increased confidence levels in their English-writing skills.
We designed a lesson to run a flipped classroom online, focusing on assessment, feedback, and Q & A sessions. Our questionnaires revealed the participants’ keen interests in, a strong need for, and a high level of satisfaction with our design. However, we identified individual differences in the level of confidence. In order to improve this problem, we need to introduce an online review test.