Over the past decades and with the advent of technological advancements, especially after the COVID-19 pandemic, education in general and language education in particular have gone through fundamental shifts. Such a shift has not only been key to changing the landscape of teaching and learning processes but it has also been instrumental in the sense-making of different individuals engaged in synchronous and asynchronous delivery of educational contents. In this regard, Lantz-Andersson et al. (2018) conducted a systematic review of 20 years of formal and informal online teaching communities on 52 studies, highlighting that engaged participants, interaction, and collegial relationships are fundamental to the formation and progression of such communities. Additionally, they noted that despite the dispersed nature of such communities and parallel with the different types of literacy and communicational skills that technology-based settings offer, they “can be a valuable means of developing supportive and collegial professional practices” (p. 302).