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Due to the Covid-19 pandemic, English language learners have had to adapt for at least two changes in their classroom: offline to fully remote, and back to offline. Though anticipated, the abrupt shift from one mode of learning to another was rather a new experience for most students. This paper investigates students’ narratives of their learning experiences during these sudden changes. Its purpose was to describe some issues stemming from students' lived experiences. Three students of a state polytechnic in Malang were asked to write reflective narratives on and keep a journal of their learning experiences during the past two years, where they experienced the shift from fully remote to offline mode. Stemming from these narrative inquiry data, emerging themes were identified and discussed in relation to the English teaching-learning process in post pandemic situations.

EFL students, narratives, post-pandemic