This case study aims to unravel EFL teachers’ experiences and expectations which characterize the workable approaches to integrating mobile technology in English teaching. Six English teachers in higher education were recruited using purposive sampling. Semi-structured interviews and document analysis were employed for garnering data. The mobile pedagogical framework (Jie & Sunze, 2022) and other relevant previous studies guided the thematic analysis. The findings acknowledged students’ socioeconomic bearings as the precursor to teachers’ online instruction. The interplay of teachers’ positive and negative experiences paved their reflection and modification of their workable approaches to online instruction aimed at pedagogically sound teaching. This context-bound online instruction put the teachers in sustained pursuit of effective instruction to engage students in deep learning, despite the limitation of technological resources. The workable approaches are deemed valuable to inform future online language learning and technology integration into offline language learning in the post-pandemic era. Policymakers and stakeholders are suggested to ponder teachers’ experiences and expectations for students and colleagues in achieving learning outcomes and for institutions in developing the guideline and benchmarks for successful online learning.