English Teachers’ Narratives of Teaching English Across the COVID-19 Pandemic in Bara District

Abstract

This paper explores the use of digital technology influenced students ‘teaching before, during and after COVID-19 and adds the teachers’ experiences and college practices on teaching the English language, highlighting gains and losses. It aims to investigate the narratives of college English teachers in Bara district about their experiences teaching the English language before, during and after the COVID-19 pandemic. The study uses in-depth interviews and reflective accounts from English teachers’ experiences and also using narrative inquiry methods under the qualitative research design to apply adult learning theory (Malcolm Knowles in 1968). Data are collected with the help of interviews with four English teachers. One significant finding is that all interviewees agreed there was a perceived learning loss among bachelor’s students after COVID-19. Interviewees noted, it is quite difficult to divert students’ attention from gadgets back to learning. The findings of this study offer significant implications for key stakeholders such as teachers, educators, and curriculum developers by offering them evidence-based practices through which to more effectively inform instruction. Not only do these implications shape current educational practices, but they also form the basis of follow-up research aimed at further improving student learning outcomes.