Pre-service EFL Teacher’s Experience in Conducting Online Interaction During Pandemic Covid 19: A Diary Study

Abstract

The research aims to investigate teachers’s interactive experiences during the COVID- 19 pandemic. The research design is a diary study which focuses on sharing personal

stories toward teaching practicum in Vocational High School. The highlight of the diary is the process of online interaction and several significant changes based on stories. This research used Anderson's Theory (2008) which categorizes online interaction based on interface. The results show that there are five online interaction in the teaching practicum: Interface Interaction, Content Interaction, Supporting Interaction, Instructor Interaction, and Context Interaction. Further discussion highlights individual reflections as teacher candidates. Thus, this research implies that the use of teacher experience in conducting online interactive learning uses diary studies.