The rapid spread of the Covid-19 around the world following the discovery of a new outbreak in December 2019 has completely paralyzed the lives of all people. The main purpose of this study is to observe the experiences and challenges of international students living at Huzhou University during the epidemic. Qualitative methods in a phenomenological manner have been used in the study through which in-depth research has been conducted and data has been collected through semi-structured interviews using purposive sampling. The results of this study showed that, international students have been able to cope with the challenges they have faced such as psychological, academic & social. At the time of the epidemic, they were paralyzed, but over time, they were able to make a living, as well as communicate regularly with peoples close to them. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

Teaching English as a foreign language is an apparently challenging task, especially when it is done in an area where English learn a very slight purpose. This study sought to investigate the challenges of English teaching as well as solutions adopted by English teachers in the Savar area. Moreover, the main objective of this research is to find ou.t what kinds of challenges the teacher community faces in the context of the English teaching infrastructure and how to get rid of those problems. Qualitative methods in a phenomenological approach have been used in the research through which in-depth research has been conducted and data collected through semi-structured interviews using purposive sampling. This study captured the perspective of English teachers in facing the challenges of English teaching in the classroom and the solutions they implemented to solve them through interviews. Participants in the study intended to improve the institution's EMI environment and foster nice interactions between teachers and students. 'Teaching techniques among content teachers,' 'challenges and constraints that content teachers encounter,' and 'Training courses for content teachers' are the primary themes that emerged from the study. To be sustainable, EMI activities incorporate teachers' self-development and institutional support, as well as students' self- and perceived peer learning practices. Students' and teachers' adaptive tactics provide information into how other EMI programs might optimize their deployment.