Junior High School English Teacher’s Experiences of Applying Face-to-Face Learning in the New Normal Era: A Qualitative Descriptive Study

Abstract

The new normal era has brought forth a reconceptualization of face-to-face learning, moving from limited to full-hours learning. Some teachers can make necessary adjustments, while others still have trouble overcoming the challenges. Prior studies mostly addressed face-to-face learning implementation in various settings and focused on the elementary level in some fields of study. This research employed a qualitative descriptive design to acquire in-depth information regarding the English teacher’s experiences of applying face-to-face learning in the new normal era. The information was acquired through a semi-structured interview, and analyzed by using thematic analysis. The findings showed that the English teacher experienced limited and full hours of face-to-face learning. She noticed some changes, encountered a number of challenges by applying several strategies, and provided some learning components.