The use of Web 2.0 tools such as wikis and blogs is becoming more widespread in the language learning classroom, however social networking can also be an effective tool. Social networking is not only easy to use; it also helps encourage an autonomous learning within a social environment for students. Activities using a social networking site, such as Facebook, can put control for studying into the students’ hands. It can create not only motivation but also increase students’ social relationships outside of the classroom. This article discusses how simple activities in Facebook helped a lower language proficient class to become more comfortable participating in online discussions, giving their opinions and forging closer relationships with their fellow classmates.

Discussions of blended learning (BL) have generally failed to account for the synchronous combination of computer-mediated and face-to-face interactions that can occur within a blended learning space (BLS BLS). is paper provides an overview of BLS BLS use by a department of teachers at a Japanese university specializing in foreign language learning. Data was collected via a teacher questionnaire (n = , response rate = %) and follow-up interviews. Compared to non-BLS BLS lessons, BLS BLS lessons had diff erent lesson goals, diff erent patterns of interaction, diff erent types of homework, more variety of media, and more variety of input and output. BLS BLS lessons also showed signs of increased learner autonomy and motivation. Table 1: Courses taught in BLS BLSs by survey respondents by course type Course type Year Department Course BLS BLS lessons weekly Oral communication 1 English Freshman English 12

Covid-19 has changed education as we know it. What we thought would be a temporary challenge has turned into what feels like an endless one. In 2020, education systems around the world were thrown into what could easily be classified as ‘chaos’. Many countries have seen education sectors shut down completely due to non-existent infrastructure to provide classes outside the physical classroom. While this is understandable in less developed countries, insufficient emergency remote education infrastructure in advanced countries is extremely surprising and disappointing. Some countries have had success though and been able to deliver education in alternative ways. The spread of Covid-19 saw tertiary institutions across Japan turn to emergency online learning; however, many were not prepared for this. Institutions do not always have sufficient online resources, and educators and students alike may not have technological proficiency, which hinders the learning experience. 2021 has seen a continuation of the pandemic and while some Japanese universities have continued to present lessons either online or on-demand, many have returned to the physical classroom. Face-to-face classes are not the same as pre-Covid-19. While students may be more content to see their classmates and teachers, there are numerous challenges that arise which can still hinder not only the learning process, but also the social aspect in class, as there are strict protocols which need to be adhered to and teachers must adapt their lessons to accommodate these. This research will discuss the positive and negative aspects of online classes in 2020, and compare them to the return to face-to-face classes in 2021. A number of activities undertaken in both formats will also be discussed. Keywords: education in the time of Covid-19, computer-assisted language learning, online teaching methodology