5 Common Online ESL Teaching Problems—and Practical Fixes

When an online lesson feels difficult, adding another game isn’t always the answer. It helps to identify what is getting in the way: the language, the instructions, the technology, or the pace.

Here are five common problems and a small change to try for each one.

1. The student isn’t saying much

A quiet student may need thinking time or more language support. Start with a choice, show a sentence frame, and model one answer. Pause before asking another question.

Once they answer, respond to the meaning. If they say they like football, ask a manageable follow-up or use football in the next example. You’re building an exchange, not just collecting correct sentences.

2. The activity keeps losing momentum

Check how much the student has to understand before they can begin. A long explanation, several websites, and unfamiliar controls can all interrupt the lesson.

Use a small set of familiar activities and vary the content. Offer a brief movement or screen break when appropriate, without making physical movement a requirement for participation.

3. The audio or connection fails

Agree on a simple reconnection routine before you need it. For example, rejoin the same lesson link, then use an agreed contact method if that fails.

Keep the current task easy to find and have a version that needs fewer tools. If the sound is unclear, don’t assess pronunciation from the distorted audio. First check whether the technology is causing the problem.

4. Students need different kinds of support

Use what students show you to choose the next step. One student may need vocabulary explained; another may know the words but need help forming a question.

You don’t need to label them as visual or auditory learners. Pictures, spoken models, text, and actions can all be useful when they serve the task. The Education Endowment Foundation finds insufficient evidence for matching teaching to fixed learning-style categories.

For a shared picture activity, offer a word bank, a sentence frame, or an extension question as needed. Adjust the support when students show they are ready.

5. Preparation is taking too long

Save reusable task formats and keep a brief note after each lesson. Record what to review and where to start next time. That reduces the work of reconstructing the previous class from memory.

If building materials is the main time drain, try a prepared lesson. Include any adaptation time when deciding whether it helps.

Evidence note: EEF guidance on learning styles, checked October 1, 2026. This concerns fixed learning-style labels, not the value of accessible materials or individual support.