As the Singapore government raised its alert level in the wake of the COVID-19 epidemic, language programmes were urged to step up and offer emergency contingency plan to convert all face-to-face lectures into online lessons. This necessary action, namely a switch from classroom to communication technologies posed a number of challenges for language modules to design a series of inter-related, interactive task-based language learning activities. This report will share students’ responses and behaviours in terms of learning when face-to-face classes of the level 2 French module went online in the Centre for Language Studies, NUS. The findings of this study deepen the understanding of the effects of online classes on development of metacognitive awareness and reflective-thinking strategies. By monitoring the degree of students’ knowledge construction and their motivation in online learning, I will be able to calibrate my role as a guide, a facilitator of the new virtual classroom. Ultimately, the data will contain the necessary input on how to redesign and implement more effective online lessons that will encourage students to become independent and successful foreign language learners.
Malwina Baranska, National University of Singapore, Singapore
Stream: Educational Technologies
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