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Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO.

We employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes.

Firstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects.

Firstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated.

This study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality.

Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.