This study investigates the effectiveness of extensive reading and listening in an online teaching environment (OTE) to facilitate a group of female teachers aged 30 to 50 with restrictions to participating in face-to-face training sessions. OTE was a combination of MS Teams and other online tools. While the trainees were expected to refer to class notes and additional e-reading materials leisurely, synchronous online discussions were held to discuss the progress and conduct online evaluations. Data collection was done via interviews, an online blog and questionnaires. Though the trainees were reluctant to read and participate early, current findings show that the OTE facilitates and motivates the trainees at the expected level, leading to full participation in most online sessions later. While immediate support on technical matters has been adhered to as most participants lack technical knowledge, trainees can also contact the trainers online to address any urgent matter.