The massive and fast spread of the COVID 19 virus around the world has changed the way education works. The learning delivery in Schools and universities has been switched from conventional classrooms to online mode. This study aims to identify the learner's perception regarding online learning implementation during the COVID-19 pandemic. Participating in the study were 68 students of the English Education Study Program. Data collection was done through a survey questionnaire consisting of both open-ended and close-ended questions. Researchers presented the results using descriptive qualitative techniques. Results from this research showed that students have a positive attitude toward the online learning experience in general. The implementation of online learning during a pandemic is considered an effective and cheap way of accessing knowledge.  However, most students showed frustration due to bad internet access, which affects their learning success. Students also felt the need for improvement in terms of interaction and engagement between students and teachers.

Academic reading is one of the challenges commonly faced by university students especially EFL learners. This study aims to identify academic reading difficulties in higher education focusing on Indonesian university students. It used mixed-method by collecting quantitative data from close-ended questionnaires and qualitative data from one open-ended question. In this study, 60 students were asked to rate the reading aspects listed in the questionnaires based on its level of difficulty and provide commentaries as well as possible additional aspect. The statistic results showed that overall students considered academic reading easy (M=2.445, SD=0.568). Reading carefully to understand the text was found as the aspect with the least difficulty (M=2.16, SD= 0.963) and working out the meaning of difficult words was identified as the most difficult one (M=2.75, SD=1.235). These statistics are supported by the qualitative finding whereas 43% students having problems translating and understanding difficult and formal words.

Willingness to communicate (WTC) can be defined as the readiness of a language learner to enter communication situation. This study aims to identify factors affecting pre-service teachers’ WTC and to explore their perspective on the importance of WTC in relation to the study program. The study implemented both quantitative and qualitative method in order to gain deeper understanding from questionnaires and interview data. Questionnaires were used to explain interrelated relationship between variables affecting WTC among pre-service teachers. Interview data were used to report their perspective on the significance of WTC in relation to their study program.  The result inferred that pre-service teachers have relatively high WTC. Motivation variable  scale  indicated direct positive relation to pre-service teachers’ WTC while anxiety showed a negative relationship.  Language learning beliefs items were reported to be moderately agreed upon among pre-service teachers influencing their WTC. Interview result inferred that pre-service teachers mostly agreed upon the significance of enhancing WTC among learners. Implications for learning as a result from this study suggested that teachers and curriculum makers to improve teaching techniques and approaches in order to enhance learners’ WTC.