EFL teachers’ identity in self-directed learning: A work-from-home phenomenology

Major potential effects of abrupt changes in educational settings particularly for education stakeholders such as teachers have been somewhat interesting to examine. This study examines how English a Foreign Language (EFL) different schooling levels acclimatize their experiences due the unanticipated Covid-19 outbreak, which forced them pursue Online Distance Learning (ODL). Employing phenomenological approach, eight from various and psychometric backgrounds three provinces Indonesia shared coping with changes. Before engaging two semi-structured interviews, they were invited complete an e-reflection share feelings, concerns, difficulties, challenges. To get core experience, data scrutinized following interpretive analysis includes early focus on lines inquiry, central concerns important themes, identification meanings, final interpretations, dissemination interpretations. The findings demonstrated that created ambivalent experience being challenged bored, prompting reflect existing practice respond appropriately by combining empathy, new roles, technology paramount through self-directed learning (SDL). Further implications teacher agency identity are discussed shed light reshaping identities ODL SDL.