With a massive shift in the platforms of teaching and learning, a great change is noticeable in the transformation of traditional educational settings. With the development of advanced technologies and the Internet, distance teaching (interchangeably used with virtual teaching) is becoming widespread, partially putting classroom education on the back burner. The study aims at investigating the impact of online teaching in the process of English language learning in higher education in the Indian context. That is to say, teaching is increasingly being embraced and highly practised at the college and university levels but also calls for the issue of incongruity when it comes to language teaching through online mode. With rapid development of computer network technology, it improved the efficiency and dynamism of work and teaching but at the same time led to the reorganisation of the education system. With the growth occurring in online instruction, it is critical to ask about the effectiveness of online English Language Teaching (ELT). Even though this type of instructional medium has been available for more than a decade, there has been limited empirical research documenting the challenges faced in case of English language teaching as most research focuses on curriculum development of the structure of such courses. The unprecedented levels of digitalisation in the doctrine of higher education cropped up many logistical and pedagogical problems. The study thus attempts to look into the challenges through a survey, scrutinising, the different perspectives and approaches of individual teachers in developing and evaluating English language skills and teaching through ICT tools in higher education in India. Since there is a need for better integration of augmented and virtual reality to provide experiential learning and to cope up with emerging challenges, the study thus provides ideas for an in-depth understanding of the incongruities faced by the teachers in instructing the language skills through computer-based learning. Typically, teaching and developing English language skills involve a considerable amount of teacher–student interaction and classroom participation. Moving towards digital platforms thus brings in a lot of logistical problems. The study attempts to analyse the challenges faced by the teachers in developing the language skills through online platforms like reading, writing, listening and speaking, especially to handle English language in higher education institutes in India.