Abstract

The purpose of the research is to examine the effect that instructors' anxiety has on their students' progress in web-based remote learning programs for English in Pakistan, Bangladesh, China, and India. Challenges such as technology concerns, evaluation issues, workload, language limitations, and restricted internet connection were recognized by the researchers as obstacles experienced by English teachers in online courses. Through the use of social media and other research methodologies (surveys, online interviews, and in-person meetings), quantitative data from 1,770 English instructors in distance learning programs was obtained. The quantitative data in the study were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The results showed a robust relationship between English teachers' educational backgrounds and the quality of their online lessons. Furthermore, the results consistently revealed an increase in teachers' self-confidence and a decrease in their anxiety while instructing students in remote learning programs taught in English. It also highlighted how distant learning may help teachers feel more comfortable and confident in their online classrooms.