This paper documents how one teacher taught a reading course online using Zoom during COVID-19 for nine second- and third- year EFL undergraduate students in Japan in three phases: (1) getting to know the students, (2) staying attuned to the students' wants and needs, and (3) getting students to become autonomous learners. The first phase which comprises of approximately four sessions involved getting to know the students, specifically in terms of their experiences with reading, introducing students to timed reading, extensive reading, and intensive reading. The second phase includes two key points as a result of staying attuned to the students’ needs and wants and capabilities that online Zoom instruction provided: (1) having students read for meaning by summarizing and noting interesting points from their selected articles, (2) having students share what they read independently outside of class. The third phase entailed encouraging students to dig deeply into the topics that they are interested in to promote continued reading even after the end of the course. Challenges as a result of COVID-19 and a move from classroom teaching to online teaching included difficulties in having students borrow and purchase books and having students conduct extensive reading throughout the course. Implications for teachers teaching reading in EFL contexts not limited to Japan are also provided.

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Abstract Summary
This paper documents how one teacher taught a reading course online using Zoom during COVID-19 for nine second- and third- year EFL undergraduate students in Japan in three phases: (1) getting to know the students, (2) staying attuned to the students’ wants and needs, and (3) getting students to become autonomous learners. Challenges as a result of COVID-19 and a move from classroom teaching to online teaching included difficulties in having students borrow and purchase books and having students conduct extensive reading throughout the course. Implications for teachers teaching reading in EFL contexts not limited to Japan are also provided.

Authors:
Gota Hayashi, Tokyo Keizai University, Japan

About the Presenter(s)
Dr Gota Hayashi is a University Associate Professor/Senior Lecturer at Tokyo Keizai University in Japan

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