The 21 st -century learning has eventually transformed today's classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL) competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students' progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students' motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.

The research’s aim was to investigate the effect of Quizizz towards the eleventh grade students’ English study. A quasi-experimental utilizing a post-test only control group was employed for data gathering. Research’s population included eleventh-grade students in SMA Negeri 4 Singaraja. The sample was 37 students of XI IPS 1 as the experimental group who were treated through Quizizz and 36 students of XI IPS 2 as the control group who were treated through conventional teaching strategy. The method of data collection employed multiple choice test. The result showed scores of experimental group (M=83.08, p value=0.018) and control group (M=80.77, p value= 0.018). Mean score of experimental group was higher than the control group (83.08>80.77) and the p value was 0.018 or less than 0.05. The small effect was supported by result specification of reading comprehension text dominated by literal recognition aspects. In conclusion, Quizizz affected students reading comprehension.

Education is a key to a successful life for all human beings. Having a good education certainly helps people to have a better life and improve their living standard. Therefore, education should be continually conducted meaningfully to enhance students’ competence. However, carrying out effective learning and appropriate classroom assessment during the coronavirus pandemic could be highly challenging for the teachers to do. Teachers need to utilize various technological devices to assess students' learning competence. This is due to online learning has become a priority in learning activities in the pandemic situation. Consequently, teachers must have broader horizons on how to conduct the learning processes and appropriate assessment strategies and operate various communication technologies. This study found that English teachers implemented three types of online assessment strategies to improve students' learning competence during the pandemic of Covid-19 in Indonesia. Those strategies are online test administration, portfolio, and self-assessment. Several challenges were accoutered by the teachers in carrying out the classroom assessment through online systems such as slow internet network, expensive internet quota prices, limited access to computer and smartphone devices, poor ability in using digital technology, difficulty in conducting effective interaction. Feedback was occasionally provided when the learning processes were conducted through zoom meeting or google meet. The study implies that teachers should improve their communication technology ability and fulfill online assessment strategies' administrative procedures.

Teachers have a responsibility to help students become autonomous learners. However, in promoting learner autonomy, the teachers were faced with the challenges. This descriptive qualitative study aimed to describe the challenges in promoting learner autonomy in 21st-century learning faced by EFL teachers and their strategies. The data were collected through a semi-structured interview technique. Four qualified EFL junior high school teachers with at least five years of teaching experience in Singaraja Bali Indonesia were involved. The interview guideline was constructed based on the dimensions of policy constraints, institutional constraints, language teaching methodology, and learner's background. The interviews were transcribed and categorized into the table of identification based on the four dimensions. Finally, the data regarding the challenges and the strategies were interpreted, and the excerpts of the interview were provided.  The results show that the policy constraint identified in this study was due to the school zoning system. The institutional constraint was due to the unscheduled events. The language teaching methodology was due to the lack of knowledge of teaching strategy and different characteristics of students. Thus, in transforming the challenges into possibilities, some strategies were implemented, such as initiating activities, applying collaborative learning, and having good planning and time management.

Emergency online learning has transformed today’s learning while opening up opportunities and challenges, one of which is learning approach. This study aims to investigate students’ learning approach in the English Education study program in emergency online learning. A mixed-method was employed using two instruments; R-SPQ-2F questionnaire and semi-structured interviews. The results of the instrument check showed that the R-SPQ-2F survey and interview guide were valid (.90) and reliable (α=.88). Calculated using Slovin formula, there were 302 respondents for this study. The survey data were analysed using R-SPQ-2F mean score analysis and interview data were with interactive model analysis. The results of the study indicate that the learning approach of students in the English education study program in the context of emergency learning tends to be deep. The interview results provide important information that the student approach is influenced by several supporting and inhibiting factors. This shows that the student learning approach is dynamic in adjusting to learning process. Policy makers, lecturers, and students need to consider aspects of this learning approach in the current emergency online situation for a more effective and meaningful learning process.