Abstract:The study investigated how the policy of emergency remote learning during the global pandemic affected graduating English as a foreign language (EFL) preservice teachers. Using the social-cognitive career theory (SCCT) as the framework, this phenomenological study examined their readiness to start their career as EFL teachers. Additionally, it investigated participants’ self-efficacy regarding their competencies as teacher candidates. Using semi-structured interviews and employing purposive sampling by recruit… Show more
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