An English teacher’s lived experience in online vs limited face-to-face learning

Abstract

The shift to online and limited face-to-face learning modalities due to the COVID-19 pandemic significantly altered educational landscapes, fostering teacher adaptation in teaching strategies and preparation. Despite extensive changes, a gap remains in understanding teachers' personal experiences within these evolving contexts, particularly concerning their self-belief and perceptions of student motivation in suburban districts. This descriptive qualitative study aimed to investigate a teacher’s lived experience in organizing instructional materials and adjusting teaching strategies during online versus limited face-to-face English learning in a junior high school in a West Borneo suburban area. Data were collected through classroom observation focusing on student participation and teacher assurance, along with in-depth interviews exploring the teacher's self-belief and perception of student motivation in both learning environments. Analysis of the observation notes and interview transcripts revealed that the teacher maintained high self-assurance and effectively completed all teaching assignments in both online and limited face-to-face settings. However, a key finding indicated that the teacher perceived a decrease in students' motivation to learn during limited face-to-face instruction compared to online learning, primarily due to reduced instructional time. This study offers a realistic glimpse into the challenges and adaptations within suburban education during the transition from the pandemic, highlighting the critical role of teacher confidence and the impact of instructional format on student engagement. It further suggests that teachers’ inherent drive and strategies to foster student enthusiasm are crucial, and the presence of affection in teaching significantly boosts student motivation.