Abstract
Designed with a qualitative case study, this research aimed to understand senior language teachers' challenges in online pedagogy and how they coped with those challenges. Utilizing procedures introduced by Creswell (2009), the Researcher first organized the data by transcribing each interview, then by reading and looking at all the data. After that, she coded the data, organizing the text by its meaning and developing its cluster of meaning into themes. Out of the verbatim recording, she identified seven themes, which were intensively analyzed. Analysis showed that language teachers in online pedagogy encountered challenges such as stressful experiences, digital phobia, digital webinars, digital stress, virtual break, and virtual rules. The study participants coped with these challenges by attending webinars, training, and personal coaching by colleagues and relatives. The findings suggest that using online pedagogy in teaching English created a significant experience for students, discouraged the teachers’ attention to quality teaching, and kept them unmotivated to teach. Because of the online platform, senior language teachers were no longer confident in delivering their instructions through integrating technology into their English language instruction. The results also revealed that senior language teachers need to watch YouTube videos, participate in digital webinars, and receive online training to address the gap among them.
