This report shares practical insights into boosting student engagement using Google Classroom in English courses at Chiba University. Drawing on two years of experience teaching Discussion, Interaction, Presentation, Critical Thinking in English, and Writing courses, the strategies described addressed three recurring issues: (1) low student activity between classes, (2) superficial feedback and limited revision, and (3) difficulty in tracking student progress and thought processes. These approaches increased participation, fostered accountability, and improved responsiveness to feedback in the same order. The report also discusses persistent challenges related to asynchronous learning and learner autonomy.
James STOKES (Sun,) studied this question.