University language instructors have been greatly impacted by the move to online English Language Teaching (ELT), which has brought with it both opportunities and challenges. The psychological impacts of online ELT on instructors are examined in this paper, with particular attention paid to stress, anxiety, burnout, and coping strategies. Stress levels have increased because of the shift, which was frequently unexpected and unintended. It has also increased workloads, presented technological difficulties, and created feelings of loneliness. In a virtual setting, many instructors have expressed difficulty juggling work and personal obligations, which can result in burnout and job displeasure. However, there have also been positive psychological impacts from the use of online learning, including greater digital literacy, pedagogical creativity, and flexibility in teaching methods. Instructors who participated in professional development programs and received a lot of institutional support were also better able to handle the difficulties of teaching online. The inadequacies in current research are highlighted in this review, especially the need for longer-term evaluations of psychological consequences and more culturally varied studies. It also highlights how crucial institutional rules and practices that put instructors' mental health first are. Better practices and interventions for teachers' well-being and professional sustainability will be the main focus of this paper.