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Abstract


Since the World Health Organization (WHO) declared a Public Health Emergency which is a global pandemic caused by the Covid-19 virus, all countries around the world are starting to adapt their life with digital transformation. Schools across the world were forced to shift to fully online teaching and learning in response to the COVID-19 pandemic. EFL pre-service teachers were also required to modify teaching practicum to accommodate ongoing changes in both classrooms and higher education. To fill this void, this study aims to investigate the opportunities and challenges of EFL pre-service teachers in online teaching during teaching practicum. This study was carried out through two different data collection methods: Reviewed EFL pre-service teacher’s daily journal during online teaching and semi-structured interview. Additionaly, the researcher used narrative inquiry to examine the challenges and opportunities of EFL pre-service teachers in online teaching concerning their complex experiences. Thematic analysis was used in the data collecting and analysis. The interview was divided into four thematic analysis which included inductive coding and resulted in a list of emergent themes, placement activities, an opportunity for experimentation, shortcomings of the online teaching placement, and supportive agents. This study suggest to EFL pre-service teachers and parents working together.