Abstract

The study aims to investigate the performance of English teachers in web-based remote learning programs in Pakistan, Bangladesh, China, and India, focusing on the influence of their training levels and English teaching anxiety on students' achievement. Academic educators have identified several challenges English teachers face in online courses, including technological unfamiliarity, difficulty in student assessment, workload, language instruction limitations, and lack of internet access. The research gathered quantitative data from 1770 English teachers engaged in distance learning programs through social media platforms (e.g., Facebook, Instagram, WhatsApp, LinkedIn, and Google Scholar) using questionnaires, online interviews, and face-to-face interactions. The research methodology employed the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach to analyze the quantitative data. The results reveal a strong correlation between English teachers' educational background, teaching strategies in distance learning, and their performance. Additionally, the findings indicate a significant decrease in teaching anxiety levels among English teachers during online sessions and improved self-confidence when instructing students in distance learning programs. These findings contribute to understanding the relationship between teacher training, teaching anxiety, and student achievement in web-based remote learning contexts.