Blurb:

In chapter 10, Elizabeth Lavolette and Mayumi Asaba discuss how they used ERTL to create materials for asynchronous online delivery for the ERTL timeframe and possible use in flipped instruction thereafter. Using best practices for creating online lectures they developed materials for two content-based English courses in Japan. These materials addressed their immediate needs for asynchronous online teaching during the pandemic and served as the starting point for creating flipped classes once instruction resumed face-to-face. The flipped classroom was intended to provide more opportunities for peer interaction than is customary in English courses in Japan – thereby the need to address the COVID-19 remote teaching crisis provided a pathway to address the crisis in insufficient spontaneous oral interaction in English classes. Students enjoyed the online lectures – though they were perceived as more helpful if they included Japanese in addition to English. Students reached the learning goals – though improvements for the future to reach a deeper understanding of the materials were suggested. Lavolette and Asaba took advantage of the pandemic to create a delivery format that may be more suitable for the needs of their learners (i.e., more speaking time).