EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

Abstract

The portrait of the teaching experience of EFL lecturers of using technology in distance learning for interaction in post-pandemic. The purpose of the study is to capture experiences in the lecturers' engagement and support students’ learning pedagogically using technology and the impact of the learning platform shift from face-to-face to distance learning with technology in their professional lives. The participants in this study are three general English course lecturers from three higher educations in the suburban. One-to-one interview sheets are given to lecturers after employing technology in the distance learning process to get the data. Data are analyzed using descriptive phenomenological steps. The result reveals that all lecturers actively engage and support using technology in distance learning. Most lecturers feel compelled to adapt to the use of technology because the ability, facilities, and support from the school community still do not contribute to the learning process. It is crucial during the post-pandemic to have respect for lecturers to implement distance learning using technology they are comfortable with.