This study was designed to assess the overall effectiveness of the practice of thernplasma-channeled English language teaching (EL T) and its developments. Itrnaimed to find out whether or not the plasma-based English language instructionrnwas practised as planned and to examine the improvements that have beenrnmade. To gather data for the study, five different instruments, namelyrnobservation, questionnaire, interview, researcher's diary and documentary sourcernwere used. Both quantitative and qualitative techniques were employed tornanalyze the data obtained. The results of the study revealed that the screenrnteachers' ways of delivery were tended to mismatch with students' level ofrnunderstanding. Moreover, televised activities were found to be interesting andrnfitting to develop students' different language skiffs, and the participation ofrnstudents during the televised instruction was encouraging. However, studentsrnwere given insufficient time to perform the activities and were provided with lessrnsupport from their classroom teachers. The required arrangementsrn(administrative and technical support services) were not also made for studentsrnand their teachers. Furthermore, the knowledge of the classroom teachers wasrnfound to be linked with subject matter knowledge and pedagogical knowledge;rntheir technological pedagogical content knowledge was low. Moreover, problemsrnlike awareness, attitude, systematic linkage, professional competence, teachinglearningrnphilosophy, speed, time, psychological and political factors werernidentified as major challenges of the practice of the plasma-channeled EL T Thernstudy also revealed that allocating equal time for the classroom teacher and thernplasma presenter, improving the pace of plasma presenters and the nature ofrnscreen activities and setting up a digitization project were among thernimprovements that have been made. Based on the results, recommendationsrnhave been forwarded and further studies have been recommended.rnKeywords: English language teaching, instructional technologies, instructionalrntelevision, plasma-channeled instruction, and technological pedagogical contentrnknowledge.