The purpose of this action study was to identify problems of pre-service English teachers within the context of the COVID-19 pandemic, initiate appropriate actions, and measure impacts. As the lack of teacher training and practice was noted as a problem, actions of providing long-term training and online teaching practice were initiated. Eighteen pre-service English teachers took an ICT course to receive training and taught students online. Their responses in regular group conferences, a final conference, and a survey questionnaire were analyzed through observing and reflecting. They perceived all topics and contents covered for the training as very useful. They also reported online teaching practice enabled them to improve various abilities such as managing Zoom classes, creating video content, managing an app, etc. Finally, they experienced difficulty, particularly in keeping students motivated, and holding online mentoring. However, working collaboratively enabled them to become more responsible. Actions initiated in this study were confirmed to be successful. Implications for the future are presented.

1. INTRODUCTION
2. REVIEW OF LITERATURE
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection
    3.3. Data Analysis
4. RESULTS AND DISCUSSIONS
    4.1. The Influence of Online Teaching Training Through the ICT Course on Pre-Service English Teachers
    4.2. The Influence of the Six-Week Long Online Teaching Practice Through the Immersing English Therapy Program on Pre-Service English Teachers
5. CONCLUSION AND IMPLICATIONS
REFERENCES

• Yoo-Jean Lee(Professor, Department of English Education, Kangwon National University)