This chapter investigates the use of Virtual Collaborative Teaching (VCT) and Learning (VCL) as a pedagogical practice in Malaysian ESL and the Indonesian EFL classrooms respectively. Based on a comparative case study approach, the study uses qualitative data collection methods including document study, interviews and scholarly reviews to investigate internationalized online teaching collaboration. The study uncovers some of the elements associated with successful collaboration, shared vision, team processes, shared accountability, and creativity. It also uncovers the distinct historical, linguistic, and educational narratives that shape English language teaching in the two nations. ESL emphasizing the significance of Malaysia’s multilingual milieu; EFL in Indonesia, by contrast, which is largely academic and exam driven. The chapter describes a collaborative English language programme called the English Global Classroom (EGC) that involves partnerships between UiTM, Malaysia and UNISA, Indonesia, which facilitates the development of English language competency, intercultural awareness and pedagogic practices beyond language qualifications. The main findings explore the advantages of virtual collaboration such as enhancing engagement and cultural exposure combined with challenges like digital fatigue, unevenness in language proficiency, and minimal student interaction. This chapter provides guidelines, suggestions and examples to enhance a collaborative teaching model through intentional planning, multilingual support and professional development. On the other hand, this study also highlights the role of VCT and VCL in revolutionizing English language teaching in the new normal.