In the wake of globalization, English language and literature teaching has got unprecedented importance. We are witnessing great enthusiasm in learning and teaching of English around us in the recent times. Corporate world, BPO, national / international trade and business, banking, law, tourism, industries, etc. have opened up new avenues for smart learners. Technology assisted classroom set up has reduced the monotony of teaching and learning. Electronic media has opened up a treasure house of information both for the teacher and the learner. They are exposed to the first-hand sources. But technology demands to follow its own norms and rules to develop specific skills. Adoption of varying techno-based changes in teaching and learning has itself posed a new challenge for the traditional teacher and the learner. Overcrowded classrooms, lack of relevance of syllabi, scarcity of trained teachers, unduly changing evaluation policies; the pressure of demands for quality outcome from the stakeholders, increasing importance of smart communication skills are some of the challenges that are being faced by the teacher. There has always seemed a gap between the expectations of the curriculum designers and the learning outcome. It has widely been experienced that both the teacher and the student struggle to get expected result.