In the process of globalization, English has become one of the most important languages worldwide. Millions of people use English to develop human activities to convey themselves in different levels: professional, personal and educational. It is well known that any global citizen should have the skills to interact with users of the language. Teaching English as a foreign language (TEFL) has adopted information and communication technologies (ICT) to facilitate not only the kind of materials used in class, but the means to keep communication between students and teachers. This ongoing research has as a main purpose to analyze the impacts of the learning processes, teaching practices and the socio–cultural appropriation of the online platforms in TEFL processes. This research analyzes the teachers’ experiences, in regular courses, in undergraduate programs at the University of Guadalajara, particularly in the campus of social sciences and humanities (CUCSH). The analysis focuses its attention in teaching English as a foreign language. The analysis intends to understand the English language teachers’ perspective regarding this virtual platform as a socio–cognitive mediation of their practice. Also, the analysis intends to identify the cultural features of these teachers involved that limits and promotes the development of quality of these educational experiences. This research uses a qualitative methodological approach and In–depth phenomenological interview to interpret teachers’ experiences in using ICT while teaching English as a foreign language.