Given the increasing popularity of online language learning, investigating online language teachers' skills is a timely research agenda. However, few studies have investigated multimodal pedagogical skills of online teachers (e.g. Guichon, 2013; Guichon & Cohen, 2016; Hampel & Stickler, 2012). An important pedagogical skill for language teachers is giving task instructions, which are crucial in teaching practices. Studying teachers' instruction-giving sequences in a face-to-face language classroom, Markee (2015) identified 6 components of task instructions. In our recent work (Authors, 2017), we investigated teacher-trainees' multimodal instruction giving practices for a role-play task and showed how trainee teachers use semiotic resources to allocate roles, introduce key vocabulary, and mark different stages in instructions. This study aims to extend our understanding by investigating how experienced online language teachers give task instructions for two different tasks (information-gap and opinion exchange). The research questions are as follows: 1. What are the key components of experienced online language teachers' task instructions? 2. Do these key components vary in relation to task type (information gap and opinion exchange)? 3. In which ways do experienced online language teachers employ online resources, such as images, text chat; and embodied resources, such as intonation, gaze, gestures when giving task instructions? Following an exploratory case study methodology, we will explore instruction-giving practices of four experienced online language teachers. Data was collected through screen recordings of three lessons and semi-structured follow-up interviews with the teachers and learners. While the first lesson exemplifies the teachers' natural settings, the last two lessons are guided by tasks developed by the researchers: an information gap and an opinion-exchange task. Screen-recording data will be transcribed and analysed using ELAN following principles of multimodal (inter)action analysis (Jewitt, 2017; Norris, 2004). Online interviews will be analysed qualitatively using thematic analysis. The findings of this study will advance our understanding of multimodal pedagogical skills of online teachers, thereby contribute to the development of teacher education programmes.