Blurb:

As the title suggests, in chapter 11 Kimberly Morris, Mikaela Robarge, and Pablo Robles-García report on how students confronted the crisis with craft across several language programs. As they transitioned through the pandemic, students had the opportunity to take language courses in different modalities, including online asynchronous, online synchronous, hybrid, and fully F2F. This mixed-method study of students’ experiences in these modalities in Spring 2021 builds on Morris’ prior research on teacher experiences. As in the other chapters of this section, Morris and her colleagues used the pandemic disruptions to explore students’ perceptions of ERT practices in different modalities. In general, students perceived all modalities as effective and reported no significant differences in their workload, feedback, and time and effort between spring 2021 and pre-pandemic, regardless of modality. Students saw benefits and challenges in each format, although these differed by student profile and instructional practices. It is also clear that the continued life conditions of the pandemic influenced their experience with the modalities, specifically their comfort, ability to interact successfully, sense of community, and motivation.