<![CDATA[This study explored pre-service EFL teachers’ perceptions of online learning in the context of higher education. Specifically, it examined (1) their perceptions of online learning, (2) the challenges they encountered, and (3) the strategies they employed to cope with learning difficulties. A qualitative interview design was adopted to gain an in-depth understanding of participants’ experiences. Data were collected through semi-structured interviews with four undergraduate pre-service EFL teachers enrolled at a private university in Indonesia and were analyzed using thematic analysis. The findings revealed that participants generally held negative perceptions of online learning, describing it as less effective, less engaging, and less motivating than face-to-face instruction. They also reported feelings of boredom, reduced concentration, and decreased motivation to learn. In addition, participants experienced several challenges, including unstable internet connectivity, distracting home environments, limited interaction and communication with lecturers and peers, and difficulties maintaining focus during online classes. To cope with these challenges, they adopted various strategies, such as seeking locations with more reliable internet access, managing their study schedules, minimizing environmental distractions, reviewing learning materials independently, and communicating with lecturers and classmates through online platforms. The findings provide insights into pre-service EFL teachers’ online learning experiences and suggest the need for pedagogical and technological support to enhance the quality and effectiveness of online learning in higher education.]]>
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