Listening is very important, teachers may be unfamiliar with a range of activities that effectively develop the necessary subskills and strategies that lead to listening competence. Language educators are often lacking in practical approaches, techniques, and activities that they can apply in their classrooms. The purposes of this study are: (1) to describe the kinds of activities that the lecturers of the English Department implement in Teaching Listening during the Covid-19 pandemics, (2) to explore how the lecturers of the English Language Education Program implement activities in teaching listening during the Covid-19 pandemics, (3) to find out the lecturers of the English Language Education Program’s obstacles in implementing the activities in teaching listening during the Covid-19 pandemics. A qualitative approach was used in this research. The research subjects who were involved in this study are two English Language Education Program’s Listening lecturers of the Faculty of Teacher Training and Education of Mulawarman University. The researcher was the primary research instrument in which she collected the data so that she could be responsive and adaptive to the participants and research setting, and interpret the secondary research instruments; the interview and documents. The findings of this research reveal first, The teaching and learning activities conducted by the two research subjects are in the online synchronous and asynchronous mode of learning. The activities delivered represented the three sequences of teaching listening namely pre-listening, whilst-listening, and post-listening which include the model, the process, and the strategies for teaching listening. Second, In implementing activities through the model, process, and strategies, both research subjects use videos, applications, and web platforms in different ways. Third, both research subjects have similar obstacles like internet connection and mobile data which leads to the preference for the synchronous and asynchronous mode in teaching. However, one of the research subjects mentioned that the evaluation for listening is the biggest problem in teaching Listening while the other research subject faced a challenge in whilst-listening when the student fails to keep up with the materials on time.