Abstract
Indian English teachers swiftly adopted online education as a response to COVID-19, resulting in a notable transformation in teaching approaches and classroom dynamics. This study utilizes the theoretical framework of technological pedagogical content knowledge to examine the extent to which 210 Indian educators encounter challenges related to technological, pedagogical adaptation, and communication. The study used a mixed-methods approach. The findings prominently revealed a prevailing pattern of dissatisfaction with crucial technological factors, including infrastructure, device compatibility, software reliability, and security, as shown by an average score of 2.05. In addition, educators indicated encountering minor difficulties in efficiently managing different learning platforms, sustaining student participation, and delivering prompt feedback, as evidenced by an average mean score of 2.77. Furthermore, there was a notable degree of complexity detected in nonverbal communication and engagement, as well as in facilitating engaging talks and managing asynchronous interactions. The average score of 3.34 indicates that these areas are major impediments. Hence, the theme analysis highlights the urgent requirement for strong technical support, secure and reliable online platforms, and the integration of interactive tools to improve the overall standard of online instruction. The current study emphasizes the necessity of adapting conventional teaching approaches to meet the evolving demands of digital English language education in a post-pandemic context.
Keywords: COVID-19, English Trainer, India, Online Learning.