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thisclasswereinwrittenform,sostudentswereabletocontacttheinstructorsviaemailorLINEtoclarifymeaning.Becausetheywerenotintheclassroom,studentsalsodidnothaveasmuchinputfromlisteningtotheteacherspeakinEnglishastheywouldhaveinaregularteachingsituation.Second,peerfeedbackanddiscussionvirtuallydisappeared.PerhapsaseparateGoogleFormcouldbeusedtocollectpeerfeedbackfromthepresentations.Anotherproblemrelatedtopresentationswasthatitwasdifficulttodetermineifstudentswereusingtheirnoteswhilepresenting.Theyweregiveninstructionsnottousenotes,butfromlisteningtothetoneofvoiceandwatchingthestudents’eyes,itseemedasifsomewereusingtheirnotesmorethantheyshouldhave.Third,therewasamajorproblemexposedregardingtestingwhenallofthetestsessentiallybecameopen-book.Wetriedtoaddressthisbylimitingthelengthofthevocabularyandcontentteststo15minuteseach.Futureresearchcouldcomparethescoresofthetestsfromclassesinbothface-to-faceandonlinelearning.Finally,aparticularlytroublesomeproblemweencounteredwascomputerliteracy.Studentswhowerenotfamiliarwithusingcomputershadproblemsandthiscontinuedthroughoutthesemester.Evenwithvideosshowingthestudentshowtocombinetheirthreepostersintoonedocument,itwasachallengeforsome.Wereceivedsubmissionsfromstudentswhohadcombinedallthreepostersontooneslide,ratherthanthreeseparateslideswithinonedocument.Itispossiblethatthevideoprovidedforthemwasinsufficienttobridgethegapintheirtechnicalknowledge,orwasnotviewedatall.WithaclasslikeIEitisimportantforstudentstobeabletocollaborateandtalkwithoneanother.Thiswasnotaccomplishedtothedegreethathasbeenthenorm.Havingliveclasses,meaningnotusinganasynchronousformat,andutilizingGoogleMeetmorewithstudentsingroupswouldhelpwithcollaboration.Intheeventthatclassesduringthesemesterareface-to-face,studentswillstillneedtopracticesocialdistancing.Thissocialdistancingdoesnotallowforeffectivecollaboration.Inthiscase,makinguseofGoogleMeetwouldprovidemoreopportunityforeffectivecollaboration.ReferencesBamford,J.,&Ray,R.（1997）.ExtensiveReading:WhatIsIt?WhyBother?TheLanguageTeacher,21（05）.RetrievedAugust31,2020,fromhttps://jalt-publications.org/old_tlt/files/97/may/extensive.htmlCarrell,P.（1984）.SchemaTheoryandESLReading:ClassroomImplicationsandApplications.TheModernLanguageJournal,68（4）,332-343.doi:10.2307/328181Coady,J.“APsycholinguisticModeloftheESLreader,”ReadinginaSecondLanguage,ed.RonaldMackay,BruceBarkman&R.R.Jordan（Rowley,MA:NewburyHouse,1979）,pp.5-12.AcknowledgementsThisresearchissupportedinpartbyChubuUniversityGrantCP（20L03CP）.JournalofChubuUniversityEducationNo.20（2020）―42―