Abstract
The purpose of this study aims to investigate the various challenges that English teachers face when teaching online English via video-conferencing and how they deal with those challenges. This study has two goals: 1) to learn about the challenges that English teachers face when teaching online using video-conferencing software, and 2) to learn about how English teachers deal with these challenges when teaching online using video-conferencing software. The researcher used to interview and questionnaire techniques to collect data. Three English teachers were interviewed online with the same questions, and the questionnaire was given through a Google form. Results show that English teachers faced five challenges: internet connectivity, media, a lack of interaction between students and teachers, low skill, and technical concerns. The study suggests that: role plays are widely used in instructional activities to improve teacher-student engagement, and quiet teaching and learning environments are widely used in instructional activities to increase teacher-student engagement.
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