A Narrative Inquiry into EFL Teachers' Professional Experiences in Blended Learning during COVID-19 Pandemic

Abstract

Extensive studies have been geared to exploring the implementation of blended learning in the education domain. However, there is a paucity of research that examines such implementation from teachers’ perspectives. To fill this gap, the present study investigates the lived experiences of EFL teachers in enacting blended learning during the COVID-19 pandemic. To capture the teachers’ stories, a narrative inquiry was employed. Data were garnered through the narrative frame, narrative box, and interview guide. Findings suggest that the teachers applied different online platforms to teach English in blended learning, then the school centralized to use Google classroom as the main platform in the online class. Furthermore, the lesson, scheduling, Internet connection, and students’ self-regulated learning awareness complicated the implementation of blended learning during the COVID-19 pandemic. The paper suggests policymakers enact online pedagogy based on the actual teacher training and maximise schooling facilitiesas a learning support.