Several studies found that online learning implementation during pandemics raised some challenges for EFL teachers. However, a little study is interested in exploring how teachers adapt to and overcome the difficulties of online learning. Thus, this study aims to examine the experiences of novice English teachers in Indonesia in adapting to the challenges of online learning, including strategies and interactions during online learning. The interactions cover the activities of students with the contents, instructor, peers, interface, and self. Five novice English teachers were voluntarily recruited for this case study. A written guided reflection was given to each participant, who was later interviewed. This study analyzes the strategies and interactions during online learning under the Wang et al. (2021) framework.

The study revealed three findings related to the challenges of online learning, strategies used by novice EFL teachers in adapting to those challenges, and interactions that occur during online learning. The findings suggest that systemic support for teacher agency may be essential in times of crisis or significant change, as it allows those in daily contact with students to make innovative and timely decisions based on student needs. Future studies could research different teachers and differentiate between public and private schools. Online learning is a critical issue that will never stop being discussed, and updates regarding new findings to improve the quality of online learning must continue to be explored.