Due to COVID-19 pandemic, learning and teaching activities were conducted hybrid in January 2022. It was changed back to fully offline in July 2022. Accordingly, ELESP students who had experienced hybrid micro-teaching practicum had to work in the real classroom in field experience practicum (PLP). The shift from hybrid to fully offline teaching practicum in the real classroom was likely to generate certain emotional pressure. So, students need to release the emotional states perceived during both teaching practicums with various improvement coping strategies.

This research was conducted to answer two research questions; (1) Did pre-service ELESP teachers perceive different emotional states level during hybrid to fully offline teaching practicum? (2) Did pre-service ELESP teachers show improvement strategies in dealing with the emotional states during hybrid to fully offline teaching practicum?

Using the mixed-method, the data were obtained from survey and in-depth interviews. 33 ELESP students in batch 2019 filled out the questionnaire with six chosen students as interviewed respondents.

Students responded positively (69.6% to 73.4%) through the emotional states tested, showing they could overcome it during both teaching practicums. However, the ANOVA results show no significant emotional states perceived distinction (p > 0.05) between both teaching practicum experiences. The qualitative results show different depictions that students perceived emotional states during both teaching practicum. To release those perceived emotional states and enhance teaching performance, students agreed to implement various improvement coping strategies.