EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 168 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi LEARNING ENGLISH AT HOME: EXPLORING INDONESIAN EFL STUDENTS’ ONLINE LEARNING EXPERIENCES DURING THE COVID-19 PANDEMIC DAIRABI KAMIL Institut Agama Islam Negeri Kerinci, Jambi, Indonesia E-mail: drbkml@gmail.com Abstract This study seeks to, first, explore Indonesian EFL students’ experiences in online learning during Covid-19 Pandemic; second, reveal how the online learning impacted on their learning of the four language skills; and third, enlist their preferred modes of learning in the aftermath of the pandemic. Drawing on a qualitative design and phenomenological approach, the data were collected through online interviews with purposely selected 12 English department students of a state Islamic university in Indonesia and analyzed using Thematic Analysis technique. The findings showed that the majority of the students had unpleasant experiences in online learning due to internet access problems, lack of interaction, stress and demotivation, and difficulty in understanding the lesson. The online learning provided more opportunities for them to develop their reading, listening, and writing skills but significantly reduced the space for practicing speaking. Most of the students preferred going back face-to-face classroom learning in the aftermath of the pandemic. Few preferred a combination of offline and online learning. Nevertheless, they acknowledged that online learning trained them to be a more independent learner, raised awareness of the use of technology for language learning, and offered a mode learning that was flexible, handy, rich of sources, and selectable to their learning needs. Keywords: Covid-19, EFL, experience, Indonesian, online learning Manuscript submitted: June 1, 2022 Manuscript revised: October 1, 2022 Accepted for publication: December 1, 2022 mailto:drbkml@gmail.com EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 169 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Introduction Covid-19 pandemic impacted on many aspects of human life. Education is one of those that were fundamentally affected. Particularly, social distancing policies imposed in many countries to minimize the spread of the pandemic while keeping the education process running resulted in sudden implementation of online learning. A great number of studies have been conducted in many different parts of the world to explore students’ and teachers’ experiences in it. Many came up with a list of problems experienced by both students and teachers. Among the major problems shared across different contexts of study are unstable internet connection, lack of interaction, information technology incompetency, and psychological problems (Van & Thi, 2021; Barrot, Llenares & Del Rosaria,2021; Heng & Song 2021; Bordoloi, Das & Das, 2021; Aboagye, Yawson, & Appiah 2021; Bacher-Hicks, Goodman, & Mulhern, 2021; Yulianti & Mukminin, 2021). Pertaining to the impact, Indonesian education is no exception. Since mid-2020, the government of the Republic of Indonesia has issued social distancing and movement restriction policies. The policies resulted in the closing of schools and universities and introduction of online learning with emergency curricula. Studies on online learning in Indonesia also reported similar problems outlined above (Irawan, Dwisona, & Lestari, 2020; Susilana, Hutagalung, & Sutisna, ). 2020; Rulandari, 2020 Despite the abundance of the studies, most of them, however, looked at the impacts of online learning on education in general. While, general accounts may be beneficial for an overall understanding of the phenomena, they could possibly overlook important specific variables that distinguish one context to another. Therefore, exploring the issue in a particular context is as important as a general overview. However, so far, only few such studies are available. In the area of EFL teaching and learning, the phenomenon of studies on the impact of online learning that were drawn in EFL contexts but resulted in overarching reports is also common. So far, only few studies, i.e. has particularly explored how Karataş and Tuncer (2020), online learning impacted on EFL students’ learning of the four language skills (reading, listening, speaking, and writing). The study reported that the participating Turkish EFL students perceived the lack of interaction in online significantly reduced the opportunity to practice and improve their English speaking skill. Such a context specific phenomenon may be common across different online EFL learning contexts, but seemed to have been overlooked. In the Indonesian context, such a study is still absent. In light of the above mentioned scarcity, the present study seeks to answer the following research questions: 1. How do Indonesian EFL learners experience online learning during Covid-19 pandemic? 2. How does online learning impact their English learning? 3. What are their preferred modes of learning in the aftermath of Covid-19 pandemic? Literature Review This section presents some concepts central to online learning and online language learning as well as studies that have been conducted on it. The review presents the definition, types, and advantages and disadvantages of online learning, and then proceeds to online language learning and research on this type of language learning. EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 170 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Definition of online learning Online learning has been referred to with several terms, for example, virtual learning,E- learning, online education, online instruction and distance learning. According to Rogers, Berg, Boettcher, Howard, ), those definitions were mostly “based on the delivery of Justice and Schenk (2009 materials over the internet rather than defining online learning from the learner’s perspective” (p.580). They argued that any conception of online learning should consist of two aspects: interaction and support. As such online learning, being conducted using the internet, must be interactive and supportive for different learners. Drawing on these principles, the present study refers to online learning as an activity that “...involves the learner’s use of the internet to access learning materials; to interact with the content, instructor, and other learners; and to obtain support during the learning process, in order to acquire knowledge, to construct personal meaning, and to grow from the learning experience” ( ) Ally, 2004a, p.17 Types of online learning Online learning takes several forms. But, they are mostly performed in two modes, i.e. synchronous and asynchronous. Synchronous online learning refers to one that occurs simultaneously, while asynchronous online learning is one in which there is no need for either the teacher or the student to be simultaneously present at the same time ( ). In addition, Bansal, 2021 online learning essentially replicates two general categories of education, i.e. formal and informal learning ( ). Formal online learning is intentional and mainly characterized by stated Carliner, 2004 learning objectives and seeks to achieve predetermined outcomes. Learners’ achievements are assessed and the course designer has a great control over the learning. Examples of this type of online learning are online classrooms and online courses. Mostly, this type of online learning is synchronously conducted ( ). Informal online learning, on the other hand, is Carliner, 2004 characterized by its flexibility and selectability in providing learning for learners in terms of time, place, and method in an asynchronous manner. It has no predetermined objectives, and learners have the control over the learning and the outcomes they want to achieve. The forms of this type of online learning are knowledge management and performance support ( ). Carliner, 2004 Advantages and Disadvantages of Online learning Just like other modes of learning, online learning comes with advantages and disadvantages. Among the advantages are financial affordability, flexibility of scheduling, ease of resources sharing, adjustability to individual needs, self-discipline, and self-motivation ( ). The disadvantages Zaki, 2022 include lack of interaction with teachers and other students,high possibility of connection problems, psychological and psychological health caused by lack of interaction and lack of movement for a long time, lack of teacher control, lack of motivation, and environmental disturbances ( ). Zaki,2022 Online Language Learning The growth of online language learning has been closely linked to the development of computer technology and the internet. The impetus for online language learning was the introduction of computers into language learning in the 1960s which was then termed as Computer Assisted Language Learning (CALL). suggests that the development of CALL Warschauer (2000) can be divided into three stages which are characterized by the sophistication of the technology EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 171 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi used and pedagogical paradigm it was attached to. The first phase is termed Behaviouristic CALL ( ) which was popular from 1970s to early 1980s. As the term implies, Warschauer & Healey, 1998 this mode of CALL drew on behavioristic view of language learning and contained grammar and drills presented in various computer tutorial systems. The second phase was called Communicative CALL which was based on the principles of Communicative Approach. This mode of CALL stressed more on usage of the language than learning the forms. Computer programs of this type of CALL facilitated learners’ creativity in generating and discovering genuine language both independently or in groups. The third phase is called Integrative CALL. This type of CALL uses networked computers and incorporates the multimedia ( ) and, later, the internet. Warschauer & Healey, 1998 The evolution of Integrative CALL, furthermore, made it possible for mass forms of online learning, including online language courses. The Open University in the United Kingdom, for example, started such a course in 1995 ( ). Nowadays, online language learning Hockly, 2015 comes in many forms, such as formal courses, virtual worlds, and language learning communities, of which language learners can suit their choice with their individual language learning needs. Technologically, CALL has currently evolved into Mobile Assisted Learning Learning (MALL) which provides a wider flexibility for language learners to learn from anywhere and at any time using their mobile gadgets. Research on online EFL learning during Covid-19 pandemic Since the outbreak of the pandemic in early 2020, a considerable number of studies on the impacts of online learning on students’ foreign language learning, especially in EFL contexts, have been conducted and yielded mixed findings. For example, study by on Saudi Mahyoob (2020) Arabian university EFL learners showed that, due to technical and communication problems, the students were not satisfied with the progress they made with their English. University EFL learners in Kosovo ( ), Vietnam ( ). However, study by Rakaj, 2022 Pham, Luu, Mai, Thai, & Ngo, 2022 Jiang, reported that online learning brought positive effects on Namaziandost, Azizi, and Razmi, (2022) Iranian EFL students’ motivation, anxiety, and attitude in EFL learning. Similar findings were also reported on Chinese EFL learners ( ). Furthermore, Zou, Huang, Ma, & Qiu, 2021 Thai and Afgan respectively EFL students in Sukman and Mhunkongdee (2021) and Rahim and Chandran (2021) indicated positive attitude toward online learning and preferred face-to-face classroom learning. In the Indonesian context, studies on how online learning impacts EFL students also showed mixed findings. For example, Lengkanawati, Wirza, and Alicia (2021), Nartiningrum and recorded similar Nugroho (2020), Atmojo and Nugroho, A. (2020), and Famularsih (2020) problems and preference for face-to-face classroom learning experienced and opted for by EFL students in other parts of the world reported above. Nonetheless, despite having the same problems, other Indonesian EFL students also showed positive attitudes toward and perceived online learning as a better alternative for face-to-face classroom learning (Anwar, & Wahid 2021; . Pasaribu, & Dewi, 2021) The mixed findings of studies reviewed in this subsection seem to suggest that, first, students’ experiences in online learning are, to some extent, context specific in nature. This is indicated by the fact that not all of the EFL students were reported to have unpleasant experiences in online learning. Second, the review also shows that most studies on the issue were focused on general online learning experience. This signifies the need to specifically explore how EFL students experience learning English through online learning which is the objective of the present study. EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 172 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Methodology This study sought to explore the students’ experience in online learning during the Covid- 19 Pandemic and elicit their preferences of modes of learning for the pandemic aftermath. Given these objectives, the present study draws on qualitative design and a phenomenological approach. This section details the setting, the participants, the data collection and data analysis techniques of the study. Setting of the study This study was conducted at the English department of a state university in Indonesia during the implementation of full online learning due to Covid-19 Pandemic. Specifically, It took place in the second semester of the implementation of the online learning policy. As such, at the time of the study, the students had had more than two one-long experiences of online learning through several platforms, mainly Zoom Meeting, Google Meet, Learning Management System (LMS) and Whatsapp. The participants Twelve students of the English department of various phases of their study trajectory, i.e. semester, voluntarily participated in the study. The recruitment of the participants was initiated by sending an invitation message for participation in the study through several student Whatsapp groups. 25 students responded to the invitation and expressed their willingness to participate. Considering the scope and delimitations of the study, and the representation of participants from across different semesters, 12 of them were selected as the participants of the study. They consisted of 5 male and 7 female students. Before data collection, they were then sent a concern form to fill out and signed ensuring their voluntary participation and protection of their rights as participants of the study. In this report, the participants are denoted with codes. Brief summary of their demographic information is presented in Table 1. Table 1. Participants’ codes and demographic information No Code Gender Semester 1 Student 1 Male 2 2 Student 2 Male 2 3 Student 3 Female 2 4 Student 4 Male 2 5 Student 5 Female 4 6 Student 6 Female 4 7 Student 7 Female 4 8 Student 8 Female 4 9 Student 9 Female 6 10 Student 10 Male 6 11 Student 11 Male 6 12 Student 12 Female 6 EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 173 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Data collection The data of the present study were collected through online semi-structured interviews with the participants using Google meet online video conference application. The interviews were conducted individually on each of the twelve participants on a schedule that they agreed. The interview questions centered on their experience in online learning and their preferred mode of learning after Covid-19, i.e. online, offline, or a combination of the two. On average the interviews lasted between fifteen to twenty minutes and were audio recorded. As a compensation for their participation that cost them some amount of internet data, with their permission, before the interviews the researcher topped up each of the participants’ internet data quota to the amount that was deemed sufficient for the interviews to be effectively conducted. Data analysis The data obtained from the interviews were analyzed following the steps for thematic analysis techniques suggested by Braun and Clarke (2006). First, the audio records of the interviews were transcribed verbatim; second, the transcriptions were read for several time for the purposes of familiarization with the data while at the same time assigning initial codes for parts of the data that revealed the information sought in the study; third, data that had the same code were then collated; fourth, the potential themes for the collated codes were identified and data that were relevant to the themes were collated; fifth, the potential themes were checked for the extent to which they fit the entire data set which was then followed by generating a thematic map; seventh, the themes were reviewed and refined for a clearer ones; and sixth, a description for each of the themes were finally developed. Trustworthiness To ensure the trustworthiness of the study, a member checking technique (Creswell, 2005) was conducted. For this purpose, the participants were asked to evaluate the accuracy findings of the study in written form. This included the accuracy of the interpretations of the accounts from the interviews quoted in the research report and the representativeness of the themes. Some revisions on the report were then made based on the participants’ feedback. Findings This section presents the findings of the study organized following the order of the research questions. Themes identified in the thematic data analysis and relevant interview excerpts are presented to describe the findings. The students’ experiences in online learning during Covid-19 pandemic Almost all the participants narrated their stressful and uncomfortable experiences in online learning. Mainly, they highlighted their inability to fully understand the learning materials and online lectures. Such an experience was shared by 9 out of the 12 participants. They associated the EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 174 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi inability with the prevailing internet connection problems and the nature of online learning that limited their interaction with the lecture and their fellow students. Student 1, 4, and 5, for example, described: “...learning material becomes quite difficult to understand...it is because students cannot interact directly with the lecturer. Especially if the internet network is bad.” (Student 1). “The drawback of course is that the learning process does not run well because it is more difficult to understand what lecturers mean in delivering material when the internet network is not good.” (Student 4) “I found it a little difficult to understand online learning, because there were many obstacles at that time that could make students feel overwhelmed, one of which was an unstable internet network connection.”(Student 5). Two of the students also mentioned that they felt stressed with the problems they were having with online learning. They recalled that online learning that tended to results in more assignments while observing the outdoor activity restriction impacted on their mental condition. This, furthermore, also impacts on their psychological readiness for online learning. One of the students also described that learning from home, not having to go to classrooms, might put them at ease compared to that in normal situation. However, they also felt that the comfort of learning from home caused demotivation. “Based on my personal experience when doing lectures online during covid-19, I felt the lack of passion for learning because I was too comfortable with the situation at home so I felt a little lazy when lectures took place.” (Student 11) In addition, they felt that home is not a conducive place for learning. “The situation in my house which was never quiet always made it difficult for me to focus on the lesson explained by my lecturer because it was disturbed by the atmosphere behind my cellphone camera.” (Student 7) “I don’t think I can learn better from home. There are so many distractions. I just cannot focus. Let alone the connection problems.” (Student 12) Despite all the negative experiences they had in online learning, some of the students also recognized the positive aspects of it. They particularly highlighted the ease and flexibility that online learning offers. “But online learning it also makes it a little easier for us as students to submit assignments, by only sending them, such as via WA, Google classroom and others.” (Student 9) EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 175 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “Students can learn many things with their gadgets... better than what they get in the class. They can learn new things, for example from Youtube. But it depends on how they use the technology.” (Student 10) “If there were no Covid-19, we would never really know and experience online learning. I would not know that there are actually so many online resources I can use to learn English.” (Student 6) Overall, the findings regarding the students’ experiences in online learning presented above can be categorized into two main themes. First, negative experiences that are related to the sub- theme of the problems of internet access, lack of interaction, the problems of understanding the lessons, le learning stress and demotivation. Second, positive experiences that evolve around the sub-themes of ease of assignment submission and flexibility of learning. The following figure depicts the themes and sub-themes. Figure 1. Themes and sub-themes in the students’ experiences in online learning How online learning impacts on the students’ English learning Online learning not only impacts on the students’ learning in general, but also specifically on the students’ English learning. First they highlighted how the absence of face-to-face interaction significantly reduced the opportunity for them to practice English with their colleagues and impact on their learning of the four language skills, i.e. reading, listening, speaking, and writing. Online learning exposed them more to listening and reading but limited their chance to speak English. “On campus I usually practice my English with my friends. Now, I cannot. especially with speaking.” (Student 10) “During online learning It’s hard to find friends to practice English with. I don’t think Online Learning Experience Negative Experience Positive Experiences Internet access Ease of assignment Problems submission Lack of interaction Flexibility of learning Understanding the lesson problems Stress and demotivation Online Learning Experience Negative Experience Positive Experiences Internet access Ease of assignment Problems submission Lack of interaction Flexibility of learning Understanding the lesson problems Stress and demotivation EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 176 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi my speaking improves a lot during online learning.” (Student 9) “We do more listening and reading on online learning....some lectures send videos or ask us to watch youtube videos...materials to read. But I had to do it alone. Of course, I can discuss them with my friends on Whatsapp, but it’s different. We don’t speak English a lot. Not like in offline learning.” (Student 11). More challenging experiences were particularly shared by lower semester students, i.e. semester 2 and semester 4. This was due to the fact that they already had to do online learning since their first semester. The students experienced uncertainty, anxiety, and lack of confidence as the results of having to adapt to learning English online. “Imagine, as a first semester student, with minimal knowledge of English I had to study it online. Sometimes, I felt lost...whether I would make it or not....my English. Let alone there are other subject that are not related to English that I had to take.”(Student 2) “Although I had already had online learning just before I finished my high school...but it was not about learning English. Now, I am an English department student...I will be an Englishteacher. I mean... can I really master English with online learning?” (Student 3) “I felt very anxious...stressed the first time we had to do online learning. I never learned English that way before.Yes...there are lecturers, but I cannot ask questions directly on things I don’t understand like in classrooms. I feel more unconfident with my English.” (Student 6). Nonetheless, few of the students also mentioned that online learning made them aware of the other ways to learn English and the need to be able to learn it independently. “When I decided to go to the English department I didn’t expect to learn it online. I wanted to learn it face-to-face from the lecturers. But during online learning when the lecturers showed us online resources we can learn English with, I realized what I have missed so far. To be frank, I rarely used my gadget for learning English before.” (Student 7) “Sure...in online learning I can’t depend on the lecturers. The time is limited. I can’t discuss a lot with my friends. So, I have to be able to study independently.” (Student 8) It can be summarized that the students’ accounts on the impacts of online learning on their English learning centered on two themes (Figure 2). First, the impacts the felt on their mastery of the four language skills which include the sub-themes of stress on reading and listening, reduced opportunity to practice speaking and Low self-confident in learning English. Second, accounts on how online learning showed them the potential of using technology to assist the in learning English and the need to embrace independent learning suggest changes in the conception of language learning. EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 177 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Figure 2. Themes and sub-themes on impacts of online learning on the students’ English learning The Students’ preferred mode of learning in the aftermath of the Covid-19 When asked whether they prefer to keep going on online learning, going back to classrooms for face-to-face lectures, or a combination of the first and the second, ten of the students confirmed their preference for the second mode of learning. Their reasons centered on the issues of ease of understanding, efficiency, interaction, and learning responsibility. “Face-to-face learning is more efficient and students understand better what the lecturers explains, they are also understood more quickly without obstacles, student and teacher interactions can take place better, and also reduces the burden on parents about internet quota.” (Student 12) “With the face-to-face lecture students can interact with their friends and reduce boredoms or stress. In addition, students can directly practice and be guided by lecturers directly.” (Student 8) “The face-to-face learning process requires us to come to campus, students will feel more responsible.” (Student 2) The two students who preferred the combination between offline and online learning mode reflected on their views that learning can be successfully carried out through online media and lecturers were not the only resource for learning. They also suggested that online learning offers greater possibilities to suit learning with student’s needs. In my opinion Covid-19 doesn’t make education hard to get. Nowadays, technology and the internet are easier to get and use. Teacher can teach the student with video conference like Zoom, Google meet and so on, the student can talk to each other and discuss about their class topic via group whatsapp and so many way to do it.” (Student 10) Impacts of online learning on the students’ English learning Mastery of the four skills Conception of language learning Stressing on reading Raising awareness on and listening the uses of technology Reduced opportunity Need for independent to practice speaking study skills Low self-confidence In learning English EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 178 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi “Lecturers are not the only resources who should provide all materials. There are many websites and applications that provide thousands of worksheets, quizzes, videos, flash cards or online games to support online learning. Students can select some online resources based on their needs and simply combine some media and materials to create interactive activity.” (Student 5) Figure 3. Themes for reasons for preferred learning mode in the aftermath of Covid-19 Discussion The problem of access to the internet connection identified in the present study is shared by many other students in many parts of the world, particularly those who live in disadvantaged areas in term of technology infrastructures. Studies by in Vietnam; Van and Thi’s (2021) Barrot, in the Philippines, in Cambodia, Llenares and Del Rosaria (2021) Heng and Song (2021) Bordoloi, and in Ghana, for example, show that Das and Das (2021), Aboagye,Yawson, and Appiah (2021) students living in such a such situation had unpleasant experiences in online learning. In fact, gaps in the intensity of participation in online learning between areas with good and limited internet access in relation to income and geographical position of education institutions were also apparent in a developed country such as the United States ( ). This Bacher-Hicks, Goodman, & Mulhern, 2021 concurrence further weights the vital role of infrastructure and facilities in online learning. The findings of present study on the students’ experience with the lack of interaction and lack of motivation in online learning concurred with in their survey of Means and Neisler (2021) 1.008 of U.S undergraduate students. They found that students of all backgrounds experienced such phenomena. Similar findings were also identified among university students in Turkey and Nepal ( ). In addition to the lack of motivation, the (Özüdoğru, 2021) Khati & Bhatta, 2020 participants of the present study also voiced that they were experiencing other psychological problems such as stress and anxiety. Other researchers who also found the same problems in their participants suggest the psychological phenomena seemed to result from an accumulation of problems, such as those related to internet access ( ), and Bacher-Hicks, Goodman, & Mulhern, 2021 instant changes from face-to-face interactive learning to socially restricted and isolated online Prefered modes of learning in the aftermath of Covid-19 pandemic Offline Combination of offline and online Ease of understanding Availabililty of online sources of learning Efficiency Meeting student’s Interaction needs Learning responsibilty EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 179 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi learning ( ). Drawing on this accumulation of problems, the present study’s Garcia et al., 2012 participants’ difficulty to understand online lessons, despite their mentions of ease of assignment submission and flexibility of learning, was not unexpected. The participants of the present study perceived that the nature of online learning that led them more into reading and listening activities had, at the same time, reduced the opportunity for them to practice speaking. In addition, they were also experiencing low self-confidence to learn English. As argued in the introduction of this report, as far as the issue is concerned in the Indonesian context, no similar previous studies have drawn attention to these phenomena. In the global context, so far, only have identified that their Turkish EFL Karataş and Tuncer (2020) learners perceived speaking as the skill that received the least advantage from online learning. Such a scarcity might be due to the foci of other similar studies that were more on the general impacts of online learning. Concerning the unpleasant experiences they went through in online learning, the majority of the students’ preference for going back to face-to-face mode of learning in the aftermath of Covid-19 pandemic was expectable. The preference also reflected their disbelief on the effectiveness of online learning. However, apart from the issue of internet access and infrastructure, the reasons for their preference that centered on the notions of ease of understanding, efficiency, interaction, and learning responsibility seem to suggest their need for instructor’s direct guidance and support and their colleagues’ presence in learning. This highlights research findings that, in EFL contexts, instructors are still the main source of learning and classrooms are the place where the students practice their English the most (Jayusna, Asih, & Suhatmad, 2022; Al Bzour & Smadi, ). Nonetheless, preference for a combination of offline and online learning voiced by the two 2017 students and their accounts on how online learning changed their conceptions about language learning showed the students also saw the positive impacts of online learning. Conclusion and implications The present study shows that the EFL students had unpleasant experiences in online learning during Covid-19 pandemic. Their experiences were also shared by other students in general regardless of their majors. However, the study reveals that the students also experienced issues that specifically related to their status as EFL students where lack of interaction both with lecturers and fellow students had limited the opportunity for them to develop their English speaking skills. Furthermore, the unpleasant experiences had led the majority of them to prefer going back to face- to-face classroom learning in the aftermath of the pandemic. However, although small in number,a few of the students saw the positive impacts online learning had had on their perceptions of the role of lecturers and the importance of autonomous learning as well as how the practices of language learning could possibly be conducted online. Based on the findings and the discussion, the followings are recommended: (1) although all of us do not expect a similar pandemic to happen in the future, it is still important for education authorities to improve infrastructure and facilities that support e-learning. EFL Teachers and students are also suggested to continuously improve and update their information technology literacy. The reason being is the fact the advance of technology suggests that online learning will be a significant part of education in the future. Online learning experiences during Covid-19 pandemic could serve as references for the improvements. 2. Online learning technology that sufficiently EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 180 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi facilitates interactive speaking skill practices needs to be developed and, therefore, research on this issue is highly recommended. Disclosure statement No potential conflict of interest was reported by the authors References Aboagye, E., Yawson, J. A., & Appiah, K. N. (2021). COVID-19 and E-learning: The challenges of students in tertiary institutions. Social Education Research, 2(1). 1-8. https://doi.org/10.37256/ser.212021422. https://doi.org/10.37256/ser.212021422 Al Bzour, M. W., & Smadi, O. (2017). The Role of EFL Teachers in the Jordanian Schools. Journal of Al-Quds Open University for Educational & Psychological Research & Studies, 6(19), 26-43. https://platform.almanhal.com/Files/Articles/111485 Anwar, I. W., & Wahid, J. H. (2021). Learners' perception on online learning implementation during covid-19 pandemic. Journal of Languages and Language Teaching, 9(2), 126-138. https://doi.org/10.33394/jollt.v9i2.3576 Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49- 76.https://doi.org/10.18326/rgt.v13i1.49-76 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Bansal,V. (2021). Virtual and Classroom Learning in Higher Education: A Guide to Effective Online Teaching. United Arab Emirates: Bentham Science Publishers. Barrot, J. S., Llenares, I. I., & Del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321-7338. https://doi.org/10.1007/s10639-021-10589-x Bordoloi, R., Das, P., & Das, K. (2021). Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal. https://www.emerald.com/insight/content/doi/10.1108/AAOUJ-09-2020- 0079/full/html Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. .https://doi.org/10.1191/1478088706qp063oa Carliner, S. (2004). An Overview of Online Learning. United States: HRD Press. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson Famularsih, S. (2020). Students’ experiences in using online learning applications due to COVID-19 in English classroom. Studies in Learning and Teaching, 1(2), 112-121. https://doi.org/10.46627/silet.v1i2.40 EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 181 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Garcia, A., Powell, G. B., Arnold, D., Ibarra, L., Pietrucha, M., Thorson, M. K., Verhelle,A., Wade, N.B., & Webb, S. (2021, May). Learned helplessness and mental health issues related to distance learning due to COVID-19. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-6). https://doi.org/10.1145/3411763.3451526 Heng, K., & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research, 1(1), 3- 16.https://www.academia.edu/download/69318685/CJER_1_1_FINAL.pdf#page=9 Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308- 313.https://doi.org/10.1093/elt/ccv020 Irawan, A. W., Dwisona, D., & Lestari, M. (2020). Psychological impacts of students on online learning during the pandemic COVID-19. KONSELI: Jurnal Bimbingan dan Konseling (E-Journal), 7(1), 53-60. https://doi.org/10.24042/kons.v7i1.6389 Jayusna, S. R., Asih, Y. U., & Suhatmady, B. (2022). Depiction of Role and Power in EFL Teachers’ Lesson Plans. EduLine: Journal of Education and Learning Innovation, 2(3), 242- 247. https://doi.org/10.35877/454RI.eduline1122 Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2022). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 1-15. https://doi.org/10.1007/s12144- 022-04013-x Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability, 12(19), 8188. https://doi.org/10.3390/su12198188 Khati, K., & Bhatta, K. (2020). Challenges of online education during COVID-19 pandemic in Nepal. International Journal of Entrepreneurship and Economic Issues, 4(1), 45-49. https://doi.org/10.32674/ijeei.v4i1.45 Lengkanawati, N. S., Wirza, Y., & Alicia, D. (2021, January). EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020) (pp. 351-357). Atlantis Press. https://doi.org/10.2991/assehr.k.201230.130 Mahyoob, M. (2020).Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11 (4) 351-362. https://dx.doi.org/10.24093/awej/vol11no4.23 Means, B., & Neisler, J. (2021). Teaching and learning in the time of COVID: The student perspective. Online Learning, 25(1).8-27. https://doi.org/10.24059/olj.v25i1.2496 Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. English Franca: Academic journal of English language and education, 4(2), 115-140. http://dx.doi.org/10.29240/ef.v4i2.1494, Özüdoğru, G. (2021). Problems faced in distance education during Covid-19 Pandemic. Participatory Educational Research, 8(4), 321-333. https://doi.org/ 10.17275/per.21.92.8.4 Pasaribu, T. A., & Dewi, N. (2021). Indonesian EFL Students' Voices on Online Learning during COVID-19 through Appraisal Analysis. LEARN Journal: Language Education and Acquisition Research Network, 14(1), 399-426. https://files.eric.ed.gov/fulltext/EJ1284575.pdf EDUKASI: JURNAL PENDIDIKAN DAN PENGAJARAN ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| ISSN |2355-3669| E-ISSN |2503-2518| Volume 9| Number 2|Dec 2022| 182 Available online at http://jurnal.radenfatah.ac.id/index.php/edukasi Pham, M. T., Luu, T. T. U., Mai, T. H. U., Thai, T. T. T., & Ngo, T. C. T. (2022). EFL Students’ Challenges of Online Courses at Van Lang University during the COVID-19 Pandemic. International Journal of TESOL & Education, 2(2), 1-26. https://doi.org/10.54855/ijte.22221 Rahim, M. N., & Chandran, S. S. C. (2021). Investigating EFL students’ perceptions on e- learning paradigm-shift during covid-19 pandemic. Elsya: Journal of English Language Studies, 3(1), 56-66. https://doi.org/10.31849/elsya.v3i1.5949 Rakaj, D.(2022). EFL Students’ Perceptions of Online Learning During the Covid-19 Pandemic: A Case Study. International Journal of Educational Management and Innovation, 3(1), 23-29. https://doi.org/10.12928/ijemi.v3i1.4643 Rogers, P. L., Berg, G. A., Boettcher, J. V., Howard, C., Justice, L., & Schenk, K. D. (Eds.). (2009). Encyclopedia of distance learning. IGI Global. Rulandari, N. (2020). The impact of the Covid-19 pandemic on the world of education in Indonesia. Ilomata International Journal of Social Science, 1(4), 242-250. https://doi.org/10.52728/ijss.v1i4.174 Sukman, K., & Mhunkongdee, T. (2021). Thai EFL learners’ voices on learning English online during the COVID-19 pandemic. International Journal of English Language Teaching, 9(2), 1-9. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3829077 Susilana, R., Hutagalung, F., & Sutisna, M. R. (2020). Students’ perceptions toward online learning in higher education in Indonesia during COVID-19 pandemic. Elementary Education Online, 19(4), 9-19. https://doi.org/10.17051/ilkonline.2020.04.101 Van, D. T. H., & Thi, H. H. Q. (2021). Student barriers to prospects of online learning in Vietnam in the context of COVID-19 pandemic. Turkish Online Journal of Distance Education, 22(3), 110-123.https://doi.org/10.17718/tojde.961824 Warschauer, M. (2000). The death of cyberspace and the rebirth of CALL. English Teachers’ Journal 53, 61-67. Retrieved from http://education.uci.edu/uploads/7/2/7/6/72769947/cyberspace.pdf Warschauer, M., & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71. https://doi.org/10.1017/S0261444800012970 Yulianti, K., & Mukminin, A. (2021). Teaching and learning during COVID-19 pandemic: A qualitative study on elementary school teachers in Indonesia. Qualitative Report, 26(12), 3900-3910. Zaki, M. S. (2022). Advantages and disadvantages of online learning. Journal of International Social Research, 15(92).1-12. https://www.sosyalarastirmalar.com/articles/advantages- and-disadvantages-of-online-learning.pdf Zou, B., Huang, L., Ma, W., & Qiu, Y. (2021). Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic. Sage Open, 11(4), 21582440211054491. https://doi.org/10.1177/2158244021105449 http://education.uci.edu/uploads/7/2/7/6/72769947/cyberspace.pdf https://doi.org/10.1017/S0261444800012970