The present thesis aims to empirically determine the effects of technology, specifically the integration of e-learning within English language teaching, on students’ perception of teachers’ role. Participants were divided into experimental (e-learning) E-group and controlled (traditional) T-group. SPSS was used to analyze the data collected. The results show that, in both groups, students’ perceptions of the teachers’ role remain positive form the beginning of the term to the end. Such findings reveal that the role of ELT teachers within e-learning is analogous to an interactive teacher of the earlier conventions, a multifaceted one with strategy-oriented tasks ranging from Facilitation, Advising, Conducting experiments, Engineering activities, to Supporting divergent learning s, pathways and creative productions (FACES). However, in the aspects of giving advice, offering educational and technological support and engineering various activities, e-learning group of students holds more positive attitude than the traditional group.