This study examines the students‘ learning progress during learning recovery in post-pandemic era, which aimed to gather the experience of EFL teachers in implementing the transition of online to in-person or offline learning after the school reopening and the efforts they made to recover the learning loss of their students. The data was obtained through semi-structured interview with 2 EFL‘s teachers who had their own point of view regarding to the learning recovery at SMP Negeri 1 Melak. The interview contains 10 questions and then being taped and transcribed. The collected data are then analyzed by adopting the six-phase framework of thematic analysis, and used theory triangulation. Four aspects gathered based on the answers provided by the teachers during interview, which included: (1) accelerated learning, can be seen from the shifting to new curriculum, Merdeka Curriculum; (2) socialization, it is the way the teacher distributes the tasks both in offline and online situation; (3) parents’ engagement, the way students‘ parents engage in their children learning development; and (4) teacher coaching, the way schools support the teacher in their teaching proficiency to foster the learning process. The results showed that the teachers find the coaching provided by the school to be highly beneficial based on their experience. The EFL teachers found that teacher coaching help them to assists the acceleration of students‘ learning during learning recovery process. Furthermore, in this post-pandemic era, the period of learning recovery is not constrained by time. According to them, the blended learning, which was implemented during the pandemic teaching and learning period, is currently being implemented in order to accelerate students‘ learning and their academic recovery through the integration of certain interfaces, included WhatsApp and Google Classroom.