The Teachers’ Strategies, Preparation, and Perceived Impact in the Shift from Online to Face-to-Face EFL Teaching
DOI:
https://doi.org/10.33603/perspective.v14i1.12960Keywords:
post-pandemic teaching, EFL teachers, blended learning, teacher preparation, teacher well-being, social constructivismAbstract
The shift from emergency online teaching back to face-to-face classrooms has created a second adjustment for teachers of English as a Foreign Language (EFL), yet little is known about how Indonesian secondary-school teachers have managed it. This mixed-methods study examined (1) teachers’ strategies, (2) their preparation, and (3) the perceived impact of the shift from online to face-to-face teaching. Thirty EFL teachers from Islamic private senior high schools in Indonesia completed an 18-item, five-point Likert questionnaire, and a subset took part in semi-structured interviews. Questionnaire data were analysed with descriptive statistics and interview data with Saldaña’s two-cycle coding. Teachers reported blending digital and face-to-face practice, with the strongest agreement for collaborative tasks (M = 4.57) and for integrating online resources into classroom lessons (M = 4.53). They also reported continuously seeking new resources (M = 4.57), receiving institutional support (M = 4.53), and feeling emotionally prepared (M = 4.17). Teachers perceived students as more engaged in face-to-face lessons (M = 4.57) and themselves as more effective, but also reported a heavier workload (M = 4.53), more classroom-management challenges, and higher stress (M = 4.17); interviews showed that these experiences were not uniform. The findings suggest that post-pandemic EFL teaching is best understood as a sustained blend of digital and social-constructivist classroom practice that requires continued professional development, institutional support, and attention to teacher well-being.
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