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(Department of English Education, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Indonesia)(2) * M. Faruq Ubaidillah
(Department of English Education, Universitas Islam Malang, Indonesia)(3) Ehsan Namaziandost
(Department of English, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran, Islamic Republic of)*corresponding author
AbstractIn the post-pandemic era, online learning has been the focus of many educational institutions nowadays, including English as a foreign language classes. However, with the current rapid changes in online learning, little attention has been paid to uncovering the self-reflection of pre-service English teachers in learning English online. This brief report seeks to construe how three Indonesian pre-service English teachers negotiate the meaning of their past learning experiences in English as a foreign language classes during the online learning mode. We employed a narrative inquiry in this study in order to capture the participants’ experiences. Data were garnered through WhatsApp-based semi-structured interviews and were analyzed narratively. Findings suggest that the participants negotiated their multifaceted learning experiences and complexities during the online learning process. In addition, from the participants’ narratives, teaching and learning enactment done by the teachers was ill-performed. The pedagogical implications of this study are discussed at the end of this paper.
Keywordspre-service English teacher, self-reflection, English as a foreign language, online teaching and learning
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DOIhttps://doi.org/10.31763/ijele.v6i1.1377 |
Article metrics10.31763/ijele.v6i1.1377 Abstract views : 665 | PDF views : 177 |
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