The emergence of the Covid-19 Pandemic has defined more dependence upon the involvement of ICT in EFL Class. This study investigates the integration of ICT in English teaching practices among teachers in the EFL context in a new normal setting.  To achieve the aim of the study, a mixed-method approach has been applied.  Thirty- two EFL teachers of junior high school who joined as members of Musyarawah Guru Mata Pelajaran (MGMP-English Teacher Regional Forum) in Bitung City, North Sulawesi, Indonesia. They have been selected as the participants for their familiarity for teaching English using the technological tools and for their teaching experience. A quantitative inquiry is carried out by distributing a questionnaire of twenty-three items adapted from two questionnaires namely those of Mailizar & Fan, and Almalki. Due to the Pandemic, the questionnaires are distributed by utilizing Google form, and then, the responses are analyzed by using SPSS tool. The qualitative data are in the forms of interview as the verification to deepen the discussion of the quantitative results. The semi-structured interview is performed and the responses are analyzed in triangulation method. The study showed that teachers’ knowledge and perception toward the integration of ICT is high.  Further, this study found that despite acknowledging the importance of the enjoyment of integrating the ICT in the learning process, teachers identified the aspects of learners’ lack of technological literacy and infrastructure, and lack of motivation can be barriers for the success of the ICT integration. For such challenges, the study also revealed that teachers attempt to practice a sort of home visit and invitation learning and encouraging the making of soft skills for class activity management. These findings expectedly contribute to define the role of ICT in the current pandemic era.

<p class="0abstract">The outbreak of COVID-19 pandemic has brought the dependence on the online activities as new behaviors in various aspects of society including education. It defines the reliance upon internet access for learning practices and the tendency toward learning autonomy. Yet, the sudden emergence of the pandemic causes problematic circumstances for learners. Not all learners are ready to be autonomous and to have internet infrastructure. Within this context, the current study addresses learners’ attitudes toward learning autonomy and examines what hinder them to be autonomous. As a descriptive research, this study involves 101 respondents living in Bitung city, a fast growing and harbor city in North Sulawesi, Eastern Indonesia. They are asked to fill the kind of Likert questionnaire which constitutes the source of data which are statistically analyzed. The results indicates that learners dominantly show positive attitude toward the idea of being autonomous in this pandemic era. In addition, several factors such as bad signal, distraction, self-discipline and lack of motivation occupy the dominant factors hinder learners to establish learning autonomy. <strong></strong></p>

Writing is one of the vital skills in higher education life. It may determine academic achievement and mark language proficiency. This review aims at sharing of reports on examining the attempt to integrate writing with listening that has done in prior studies in the field of EFL or ESL class. material is an effort of combining two skills in the same time, therefore, hoping, by doing that would improve the students' skill in listening and writing. For the purpose of framing this review, the key search terms used to gain data were integrating writing skills" and "listening skill", "also "systematic review", and "English as a Foreign Language" or "EFL" also "English as a second language" or "ESL". The studies have been identified through popular electronic databases web site namely ERIC and Google Scholar particularly those appears in the first five screen show which each screen consists of ten relevant articles, resulted in fifty possible relevant ones. They are then identified and selected basis upon the main key search terms' the integration of writing and listening as prescribed in the inclusion and exclusion criteria: This systematic review provided a descriptive data on context, participants, aim, methods, and main outcomes applied in integrating writing and listening skills with their relevant activities such as listening diary and journal writing and then singing. This review also reveals that the lack of the number of studies related to the integration of the two skills. Yet, It challenges more studies focusing on different methods and strategy for better results, breakthroughs and recommendations.

Studies described that satisfaction and self-efficacy were mentioned as the utmost influencers in students’ academic performance.  By saying that, the study was carried out to expose the level of satisfaction with offline class and English self-efficacy of the students, and to find out is there any correlation between those two-mentioned variables.  Through random sample sampling technique, 32 senior high schools students located in local area, Bitung city, were gathered as a sample for this study.  Two questionnaire were adapted, first from Asakereh & Dehghannezhad (2015) a questionnaire for satisfaction scale, and second from Sağlam & Arslan (2018) a questionnaire for English self-efficacy.  The outcomes revealed that students’ level of satisfaction with offline class and English self-efficacy was at average level.  Moreover, a significant negative correlation was revealed between students’ satisfaction with offline class and English self-efficacy.  Finally, the study ends with recommendation also suggestion which required to be considered.