Challenges and Opportunities of Online English Language Teaching in Islamic Boarding Schools: Teachers’ Perspectives

Abstract

The practice of online English instruction in Indonesian Islamic boarding schools represents a relatively new instructional shift, prompting diverse teacher perspectives on its implementation. This study utilised qualitative research with a case study which examined two English teachers’ experiences of online English language teaching within one Islamic boarding school in West Sumatera, Indonesia. Using Interpretative Phenomenological Analysis and in-depth interviews with two participants, the study identifies both challenges and opportunities emerging from the transition to online instruction. Key challenges include poor internet connectivity, limited technological competence, and reduced interaction which particularly hinder the teaching of productive skills such as speaking. Teachers also reported emotional strain and fluctuating wellbeing, shaped by workload demands, students’ inconsistent participation, and difficulties ensuring learning outcomes. Despite these constraints, online English Language teaching offered opportunities for enhanced ICT skills, flexible access to learning resources, and broader exposure to digital materials. Teachers also noted that online platforms enabled students to access diverse references and supported independent learning. The findings highlight the need for institutional support, technological training, and wellbeing-oriented policies to strengthen online English language teaching practices in Islamic boarding schools. This study contributes to understanding how teachers make sense of online English language teaching in a unique educational context and offers insights for improving curriculum alignment and future implementation.