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and Literature) 

Vol. 4 No. 01, 2023  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

50 
 

TEACHERS' PERCEPTION ON ONLINE LEARNING OF 
ENGLISH FOREIGN LANGUAGE IN THE POST  

COVID-19 PANDEMIC 
 

Firdaus Ditya Pamungkas 
Universitas Soerjo Ngawi 

fidityapamungkas@gmail.com 

 

ABSTRACT 

A global pandemic caused by Coronavirus or Covid-19 gave horrible impacts 
toward many important sectors, including education. This global crisis 
including Indonesia, forced educational institutions to switch their teaching 
methods into online teaching and learning for around two and a half years. In 
the post Covid-19 pandemic, the education was back to normal where schools 
and university accepted students to learn in the classes. Therefore, the use of 
online learning that was important during Covid-19 pandemic, might be useful 
to give variation in learning process in the post Covid-19 pandemic. This study 
was conducted to explore teachers’ perception on online learning of EFL in the 
post Covid-19 pandemic. The participants were 21 EFL teachers from university 
and secondary school in Indonesia. This study used a qualitative descriptive 
approach with online questionnaire.  From the finding and result, it showed 
that teachers considered EFL online learning was still important because online 
learning provided flexible time in scope of teaching. Furthermore, the contents 
or materials of online learning could be saved on the internet for long time and 
could be seen or accessed again. In conclusion, EFL online still gave positive 
impact towards students and teachers in the post Covid-19 pandemic. 
 
Keyword: Post Covid-19 pandemic, EFL, perception, online learning 
 

INTRODUCTION 

A global pandemic has happened in the early 2020 caused by 
Coronavirus or Covid-19. COVID-19 is the disease caused by a new coronavirus 
called SARS-CoV-2.  World Health Organization (WHO) first learned of this 
new virus on 31 December 2019, following a report of a cluster of cases of ‘viral 
pneumonia’ in Wuhan, People’s Republic of China. WHO announced the 
outbreak of Covid-19 as a global public health emergency on 30 January 2020.1 
Since then, 21st global crisis has spread all over the world. According to WHO, 
in 2020 there were around 3 million global deaths in the Covid-19 pandemic. 

                                                             
1 Alisha Ishrath et al., “Covid-19 (Pandemic): A Review Article,” J Res Med Dent Sci, vol. 2021, 2021, 

www.jrmds.in. 



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This crisis gave horrible impacts toward many important sectors, including 
education. Around 1.5 billion children and youth were out of schools in 195 
countries, from pre-primary to higher education. Most educational institutions 
in the world have decided to temporary close and switch their methods to 
online teaching and learning.2 

In Indonesia, with the number of populations of 260 million, the Covid-
19 pandemic also affecting 4,621 universities that spread throughout Indonesia 
which serves 8.3 million students. 3  Regarding the prevention of covid-19, 
schools and colleges should be closed.4 According to Kemendagri that several 
actions must be taken to prevent this virus by; carrying out hand hygiene by 
using a hand sanitizer, washing hands with soap if the hands look dirty, 
avoiding eye, nose, and mouth supervision5.  

In Indonesia, the government obligated people to keep their distance 
from one to another. People also were not allowed to gather in one place, even 
for education. Online teaching and learning in Indonesia gave new challenges 
for educational institutions, teachers, and students. Educational institutions 
need to prepare online platform for online teaching and learning without giving 
much burden to students while teachers need to prepare some outstanding 

strategies for online teaching. Online learning is access to learning experiences 
via some technology. The use of online teaching and learning will be an 
effective solution during the pandemic6. Online learning can be referred to the 
use of digital tools for teaching and learning7.  These digital tools can be used to 
study everywhere and anytime without getting restrained by time and place. 

                                                             
2 Huynh Thi Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 

Pandemic: A Case Study,” International Journal of Social Science and Human Research 04, no. 06 (June 

30, 2021), https://doi.org/10.47191/ijsshr/v4-i6-42. 

3 Dewi Padmo, Lidwina Sri Ardiasih, and Olivia Idrus, “Online Learning During the Covid-19 Pandemic and 

Its Effect on Future Education in Indonesia,” in The Impact Of COVID19 On The International Education 

System (Proud Pen, 2020), 71–86, https://doi.org/10.51432/978-1-8381524-0-6_5. 

4 Hermansyah Hermansyah and Aridah Aridah, “Teachers’ Perception toward the Challenges in Online 

English Teaching during Covid-19 Pandemic,” Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 

2021): 63, https://doi.org/10.21462/ijefl.v6i1.342. 

5 Hermansyah and Aridah. 

Retno Puji Rahayu and Yanty Wirza, “Teachers’ Perception of Online Learning during Pandemic Covid-

19,” Jurnal Penelitian Pendidikan 20 (2020): 392–406. 

7 Novrika Nartiningrum and Arif Nugroho, “Online Learning amidst Global Pandemic: EFL Students’ 

Challenges, Suggestions, and Needed Materials,” ENGLISH FRANCA : Academic Journal of English 

Language and Education 4, no. 2 (November 13, 2020): 115, https://doi.org/10.29240/ef.v4i2.1494. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 4 No. 01, 2023  
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

 

 

 
 

52 
 

Information and technology developing rapidly support online learning 8 . 
Technology and information also ease teachers and students to carry out their 
daily activities, from messages, assignments, and online communication 
through message and assignments to improve several things online. Mostly, 
online learning occurs via the internet, which is also called e-learning, different 
term to distance learning. Meanwhile, in online learning, there are synchronous 
and asynchronous approaches. Synchronous learning is defined as real 
conditions and situations via the internet using devices such as direct messages, 
shared screens by connecting data in the form of video and audio, while 
asynchronous learning is defined as a process of learning that can delay the 
time9. So, this pandemic forced students and teachers to learn with online 
learning.  

In 2021, most countries decided to give vaccines to their people to reduce 
the effect of Covid-19 toward human bodies. This policy gave positive impacts 
towards many sectors including education. After two and a half years of Covid-
19 Pandemic, schools and universities started to re-open their institutions and 
accepted students to study in classes.   

Nowadays, English has still become foreign language in Indonesia. 

English is a compulsory lesson started in Junior High School but many English 
courses accept elementary students to teach them basic English. However, 
covid-19 pandemic forced both English courses and formal schools to 
implement online teaching and learning for their students. A study about the 
use of online learning among EFL students showed that students aware of the 
benefits of using online learning and they also have a highly positive attitude 
towards online learning in English10. Furthermore, he explained that online 
learning system can adapt to aim of improving communication and enrich 
students’ learning experiences. It can be said that online learning provides both 
advantages and challenges for teachers and students. Anyhow learning of 
language can be in many forms and fashions.11 Self-study is one of the most 
common and significant means of learning a language. In personal perspective, 
a learner can progress and improve his/her language knowledge and skills 
from as little as an hour’s self-study a week. Moreover, college students who 
learn EFL (English for Foreign Language) are more familiar with self-study 
compared to junior or senior high students.  
                                                             
8 Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching 

during Covid-19 Pandemic.” 

9 Hermansyah and Aridah. 

10 Mohammed Mohammed Nasser Hassan Ja’ashan, “The Challenges and Prospects of Using E-Learning 

among EFL Students in Bisha University,” Arab World English Journal 11, no. 1 (March 15, 2020): 124–37, 

https://doi.org/10.24093/awej/vol11no1.11. 

11 Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching 

during Covid-19 Pandemic.” 



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Vol. 4 No. 01, 2023  
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Information and Communication Technology (ICT) was needed in online 
learning especially in English Foreign Language. There are three benefits of 
using ICT (Information and Communication Technologies) in EFL (English for 
Foreign Language) class; helping teachers to conduct interesting and fun 
learning activities, promoting autonomy learning, and motivating students to 
learn. ICT can be a better solution than traditional method of teaching (face to 
face)12. However, there are more preparation and equipment in using ICT for 
EFL learners. 

The main challenge facing educators today is primarily how to 
effectively manage and deliver educational services and curricula to 
stakeholders, the education community, and the marketplace. 13  A previous 
study done by Ashrafzadeh and Sayadian investigated university instructors’ 
concerns and perceptions of technology integration14. It was discovered that the 
sources of the instructors’ concerns are administrative facilities, instructors’ 
technology literacy toward technology integration and accessibility of 
technology for all students which are still lacking. It can be said the use of ICT 
provides many interesting ways of teaching and give both teachers and learners 
to explore and develop their experience and abilities but ICT also need many 

preparations, steps, and proper equipment to facilitate process of online 
learning in EFL works well. 

According to explanation above, this paper, therefore, is conducted to 
observe teachers’ perception on online teaching English in the post pandemic 
era. Perception is thinking about what has been done and can be done with the 
behavior.15 Meanwhile, teacher’s perception can be described as the developed 
opinion after a certain experience. Teachers’ perceptions form a prominent 
component to describe the environment of the learning process. 16  A study 
showed that many EFL teachers have not been properly trained nor had much 
experience of online teaching during Covid-19 pandemic17. Many challenges 
                                                             
12 Nartiningrum and Nugroho, “Online Learning amidst Global Pandemic: EFL Students’ Challenges, 

Suggestions, and Needed Materials.” 

13 Mohd Khaled Yousef Shambour and Muhannad A. Abu-Hashem, “Analysing Lecturers’ Perceptions on 

Traditional vs. Distance Learning: A Conceptual Study of Emergency Transferring to Distance Learning 

during COVID-19 Pandemic,” Education and Information Technologies, 2021, 

https://doi.org/10.1007/s10639-021-10719-5. 

14 Nartiningrum and Nugroho, “Online Learning amidst Global Pandemic: EFL Students’ Challenges, 

Suggestions, and Needed Materials.” 

15 Hermansyah and Aridah, “Teachers’ Perception toward the Challenges in Online English Teaching 

during Covid-19 Pandemic.” 

16 Hermansyah and Aridah. 

17 Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A 

Case Study.” 



ELTALL (English language teaching, applied linguistics 

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Vol. 4 No. 01, 2023  
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were faced by EFL teachers, such as lack of proper training for doing online 
class and related issues, lack of computer and digital technology competency, 
lack of time for online course design and online test preparation as well as 
student’s learning facilitation, motivation, and interaction. In addition, a study 
explained that a lack of proper preparation and growth for doing online classes, 
teachers face difficulties in conducting online classes18. The biggest challenge 
for online classes is technological and network challenges. There are some 
opportunities that can be explore both by teachers and students in online 
learning. However, some challenges also face them in using ICT for online 
teaching and learning, especially in English as Foreign Language (EFL). 
Therefore, researchers wanted to know the teachers’ perception on online 
learning especially in English Foreign Language (EFL) in the post pandemic era 
and how about the challenges and the opportunities. In the post pandemic era, 
teachers could teach students in classes. They could tend to use face to face 
learning instead of online learning. This study wanted how far the use of online 
learning when teachers could teach students in class.   

  

                                                             
18 H D C Priyadarshani and D Jesuiya, “Teacher’s Perception on Online Teaching Method during Covid-19: 

With Reference to School Level Teachers at Faculty of Education, The Open University of Sri Lanka,” 

Shanlax International Journal of Education 9, no. 2 (March 1, 2021): 132–40, 

https://doi.org/10.34293/education.v9i2.3662. 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 4 No. 01, 2023  
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METHODS 

This research was carried out in Indonesia which ranks second language 
in language diversity among other countries worldwide19 . The participants 
were 21 EFL teachers from university and secondary school in Indonesia. At 
minimum, all the teachers own a bachelor degree in teaching English as foreign 
language. Using a qualitative descriptive approach, this research used survey 
method to investigate the teachers’ perceptions toward online teaching EFL in 

the post pandemic era with the challenges and the opportunities. Survey 
approach is used when the researcher wants to gather information, opinions, 
beliefs, or perceptions about a current issue from a large group of people20. The 
instrument used in this research was an online questionnaire. The questionnaire 
was formulated based on the theories portrayed in the literature review stating 
pros and cons of online learning speaking implementation. There were 10 items 
in the questionnaire. 3 statements were an open-ended statement, while the 7 
other statements were closed-ended statements. An open-ended statement 
allows the subject of research to give further opinion about the statement. A 
close-ended statement requires the subject of research to only choose “agree”, 
“neutral”, or “disagree”. The data of this research was analysed descriptively. 
In this research, the online questionnaire is conducted to examine the 
percentage of EFL teacher who are teaching online, the frequently application 
used in online learning as well as the challenges face by EFL teachers when 
teaching during Covid 19 pandemic, and tried to find out the teachers’ 
perceptions towards online learning EFL in pandemic era.  

FINDINGS 

A. Teachers’ perception on EFL online teaching during the post Covid-19 
Pandemic 

Questions  Response 

Yes No 

Frequency Percentage Frequency Percentage 

Are you teaching 
EFL offline classes 
in September 2022? 

20 95,2% 1 4,8% 

Do you still need to 
teach online while 
you can teach 
offline in classes? 

20 95,2% 1 4.8% 

                                                             
19 Subhan Zein, “English, Multilingualism and Globalisation in Indonesia,” English Today 35, no. 1 (2019): 

48–53, https://doi.org/10.1017/S026607841800010X. 

20 Reza Pustika, “Future English Teachers’ Perspective towards the Implementation of E-Learning in 

Covid-19 Pandemic Era,” Journal of English Language Teaching and Linguistics) e-ISSN, vol. 5, 2020, 

www.jeltl.org. 



ELTALL (English language teaching, applied linguistics 

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Vol. 4 No. 01, 2023  
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Do online teaching 
give advantages in 
your teaching? 

16 76,2% 5 23,8% 

Table 1: Application of Online Teaching among EFL teacher during the post Covid-
19 Pandemic 

The table above shows that 20 teachers or 95,2% from 21 teachers start to 
teach offline teaching in EFL classes. 20 teachers or 95,2% teachers still need 

online teaching while they can teach offline teaching in classes. In addition, 16 
teachers or 76,2% from 21 teachers still feel the advantages of online teaching 
during the post Covid-19 Pandemic.  
B. Platforms or applications that used in EFL online teaching 

Platforms/ applications Frequency Percentage 

Zoom 14 70% 

Google Applications 16 80% 

Microsoft Team 5 25% 

Moodle  4 20% 

Edmodo 1 5% 

WhatsApp 1 5% 

Telegram 1 5% 

Kahoot,  1 5% 

Quizizz 1 5% 
Table 2. Platforms/ applications that used by teachers in EFL online learning 

From this table, it is found that 80% teachers from 20 teachers who used 
online teaching during the post Covid-19 Pandemic, used Google application. 
Teachers used Google Meet, Google Classroom, Google Form, etc in online 
learning. There are 14 teachers or 70% teachers used Zoom, 5 teachers or 25% 
used Microsoft team, 4 teachers or 20% used Moodle, 1 teacher or 5% used 
Edmodo, Quizizz, WhatsApp, Kahoot, and Telegram in online learning.  
 

C. The challenges faced by teachers in EFL online learning during post Covid-
19 Pandemic 

The challenges Agree Neutral Disagree 

Frequ
ency 

Percen
tage 

Frequ
ency 

Percen
tage 

Frequ
ency 

Percen
tage 

Lack of computer 

and digital 
technology 
competency affects 
the EFL online 
process 

19 95% 1 5% 0 0% 

 Lack of time for 
online course 
design and online 
test preparation 

19 95% 1 5% 0 0% 



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affects the EFL 
online learning 
process 

I got difficulty in 
following up the 
students' 
achievement in EFL 
online teaching 

9 45% 6 30% 5 25% 

Students Online 
Learning 
Facilitation 
(internet 
connection, gadget 
specification) 
affects the EFL 
online learning 

20 100% 0 0% 0 0% 

Students’ 
motivation affects 
additional EFL 
online learning 
process  

19 95% 0 0% 1 5% 

Students’ 
interactions affect 
EFL online learning 
process 

17 85% 2 10% 1 5% 

Table 3. The challenges faced by teachers in EFL online learning during post  
Covid-19 Pandemic 

 

As can be seen from table above, 19 participants or 95% agree that lack of 
computer and digital technology affects the EFL online learning process and 
only 1 participant is neutral about that. Then, 19 participants or 95% also agree 
that lack of time for online course design and online test preparation affects the 
EFL online learning process and 1 participant is also neutral about that 
statement.  

In addition, 9 participants or 45% state that they got difficulty in 
following up the students’ achievements in EFL online learning although there 
ae 6 participants or 30% neutral about that statement and 5 participants or 25% 
disagree with this statement. Furthermore, 19 participants or 95% agree that 
students’ motivation affects additional EFL online learning process in offline 
learning classes and only 1 participant does not agree about that statement. 17 
participants or 85% agree that students’ interactions affect EFL online learning 

process although 2 participants is neutral and 1 participant disagree about the 
statement. 
  



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DISCUSSION 

Based on the data of table 1, there are three conclusion that can be 
resumed from it. First, almost all of participants (20 participants from 21 
participants) started to do offline teaching and learning in September 2022. 
Then, 20 participants also agree that they need to teach online while they can 
teach offline in classes. In addition, 16 participants from 21 participants also 
argue that online teaching give advantages in their teaching. Online teaching 
offers flexible time and can be done everywhere while offline teaching give 
limitation in scope of time and place. 

Meanwhile, from the data of table 2, 80% teachers from 20 teachers tend 
to use Google application in their online teaching. Teachers used Google Meet, 
Google Classroom, Google Form, etc in online learning. Teachers show the 
lesson, share the materials and exercises then directly give explanation and 
make interaction with students during online learning using this application. 
Besides, there are many other platforms or applications that is be the favourites 
for teachers in online learning like Microsoft team, Zoom, Moodle, Edmodo, 
Quizizz, WhatsApp, Kahoot, and Telegram. There are 14 teachers or 70% 
teachers used Zoom to make interaction with students in online learning. 5 
teachers or 25% used Microsoft team. 4 teachers or 20% used Moodle that has 
been provided by the school or campus. 1 teacher or 5% used Edmodo, Quizizz, 
WhatsApp, Kahoot, and Telegram in online learning. 

 
Other challenges related to the teachers that EFL teachers face in online 

learning are also shown in table 3 above. Firstly, the problem of student online 
learning facilitation like internet connection and gadget specification are 
encountered by 19 participants. It reveals that 95% teachers agree that internet 

connection and gadget specification affect online learning process. Teachers 
and students without reliable internet access or some from disadvantaged 
background lack high quality learning device, they often struggle to 

80%

70%

25%
20%

5% 5% 5% 5% 5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Platforms/applications that used by teachers in EFL online 
learning

Google Apps Zoom Microsoft Teams Moodle Edmodo

Whatsapp Kahoot Quizizz Telegram



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participate in online course. Secondly, intrinsic motivation is a big issue, since 
students may have difficulty in seeing the relevance of learning English. 21 
From the table, 19 participants or 95% agree with statement that students’ 
motivation affects EFL online learning process although 1 participant or 5% 
disagree with those statements. Then, the statement about “Students 
Interactions affects EFL online learning process”, 17 participants or 85% agree 
with that statement, 2 participants or 10% neutral, and 1 participant or 5% 
disagree with this statement. It means that students’ interaction also hinders 
the process of online learning for all EFL teachers, so even the when the 
teacher prepares a well-planned online leaning but cannot encourage 
interaction from learners, it is still not an effective and successful.22 

CONCLUSION AND SUGGESTION 

From the finding and discussion above, the teachers’ perception on EFL 
online learning in the post Covid-19 pandemic are teachers have been ready 
and need to teach in EFL online learning although they can teach offline in 
classes. In September 2022, most teachers start offline teaching although there 
are 1 teacher from participants who still teach online. Then, they tend to use 
Zoom and Google applications (Google Meet, Google Classroom, Google Form, 
etc) as platform or application in online learning. Meanwhile, some of them also 
use Microsoft Team and Moodle and only 1 teacher uses Edmodo, Quizizz, 
WhatsApp, Kahoot, and Telegram in online learning. In addition, most teacher 
agree that lack of computer and digital technology affects the EFL online 
learning process. Furthermore, they also go along with opinion that lack of time 
for online course design and online test preparation affects the EFL online 
learning process. 
 
REFERENCES 

Anh Tram, Huynh Thi. “EFL Teachers’ Perception on Challenges of Online 
Teaching During Covid-19 Pandemic: A Case Study.” International Journal 
of Social Science and Human Research 04, no. 06 (June 30, 2021). 
https://doi.org/10.47191/ijsshr/v4-i6-42. 

Hermansyah, Hermansyah, and Aridah Aridah. “Teachers’ Perception toward 
the Challenges in Online English Teaching during Covid-19 Pandemic.” 
Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 63. 

https://doi.org/10.21462/ijefl.v6i1.342. 
Ishrath, Alisha, Mohammed Mazher Ahmed, Namarata Pal, and Siri Muppidi. 

“Covid-19 (Pandemic): A Review Article.” J Res Med Dent Sci. Vol. 2021, 
2021. www.jrmds.in. 

Mohammed Nasser Hassan Ja’ashan, Mohammed. “The Challenges and 
                                                             
21 Anh Tram, “EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A 

Case Study.” 

22 Anh Tram. 



ELTALL (English language teaching, applied linguistics 

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Vol. 4 No. 01, 2023  
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Prospects of Using E-Learning among EFL Students in Bisha University.” 
Arab World English Journal 11, no. 1 (March 15, 2020): 124–37. 
https://doi.org/10.24093/awej/vol11no1.11. 

Nartiningrum, Novrika, and Arif Nugroho. “Online Learning amidst Global 
Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials.” 
ENGLISH FRANCA : Academic Journal of English Language and Education 4, 
no. 2 (November 13, 2020): 115. https://doi.org/10.29240/ef.v4i2.1494. 

Padmo, Dewi, Lidwina Sri Ardiasih, and Olivia Idrus. “Online Learning During 
the Covid-19 Pandemic and Its Effect on Future Education in Indonesia.” In 
The Impact Of COVID19 On The International Education System, 71–86. Proud 

Pen, 2020. https://doi.org/10.51432/978-1-8381524-0-6_5. 
Priyadarshani, H D C, and D Jesuiya. “Teacher’s Perception on Online Teaching 

Method during Covid-19: With Reference to School Level Teachers at 
Faculty of Education, The Open University of Sri Lanka.” Shanlax 
International Journal of Education 9, no. 2 (March 1, 2021): 132–40. 
https://doi.org/10.34293/education.v9i2.3662. 

Pustika, Reza. “Future English Teachers’ Perspective towards the 
Implementation of E-Learning in Covid-19 Pandemic Era.” Journal of 

English Language Teaching and Linguistics) e-ISSN. Vol. 5, 2020. 
www.jeltl.org. 

Rahayu, Retno Puji, and Yanty Wirza. “Teachers’ Perception of Online Learning 
during Pandemic Covid-19.” Jurnal Penelitian Pendidikan 20 (2020): 392–406. 

Shambour, Mohd Khaled Yousef, and Muhannad A. Abu-Hashem. “Analysing 
Lecturers’ Perceptions on Traditional vs. Distance Learning: A Conceptual 
Study of Emergency Transferring to Distance Learning during COVID-19 
Pandemic.” Education and Information Technologies, 2021. 
https://doi.org/10.1007/s10639-021-10719-5. 

Zein, Subhan. “English, Multilingualism and Globalisation in Indonesia.” 
English Today 35, no. 1 (2019): 48–53. 

https://doi.org/10.1017/S026607841800010X. 
 
 


