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The current study inestigated the contribution of internet-based application integration in English language teaching (ELT). Qualitative research was conducted using online semi-structured interviews. The interviews were organized to collect data from eighteen university teachers. The data was analysed under thematic examination with nodding on as internet-based application in ELT, the experience of internet-based application in English language teaching and preferring internet-based application integration in ELT. The results have illustrated that most of the participants preferred YouTube (20%) and experiences internet-based application in ELT as useful (61%) to enhance English language learning. They purportedly in favour to integrate internet-based integration in ELT (61%) in the classroom setting. The maximum number of participants believe that this the age of technology and digitalization so that ELT should consider it as an opportunity at the global level (72%). It is found that there are multiple challenges to encourage these internet-based applications in ELT. While the lesser number of participants support formal classroom setting to practice ELT. This study demonstrated that female students are more motivated towards L2 in comparison to male students. As students exhibited lower to moderate motivation level during online learning. Though several challenges and issues are listed to motivate students regarding internet-based language learning process. Including pedagogical integration with technology is listed.