Abstract:
The global pandemic has greatly affected tertiary EFL learners due to the emergency online shifts from the face-to-face (F2F) learning mode. The fever, trauma, anxiety, social distance, masking, global shutdown, freeze, digital divide, and augmented reality created through video conferencing have caused several psychological issues among learners. The post-pandemic uneasiness extended from the pandemic tenure among the learners has received less attention in the popular pandemic literature. So, a research has been conducted to explore the issues that EFL learners still struggle with managing themselves in inclusive classroom interaction. Through the lenses of critical pedagogy and social justice, the study has tried to concentrate on the post-COVID-19 challenges that obstruct learners’ performance inside the classroom. These led them to perform unprecedented roles, making the inclusive classroom larger than during pre-pandemic times. This narrative inquiry as research design tries to delve into the inner struggles of five learners during the post-COVID-19 transitions from online to F2F classroom interactions. The study recommends solutions focusing on the L2 learners as essential stakeholders for their sustainable growth in higher education.
