Abstract
The pandemic necessitated shift to online teaching, which has a massive impact on the educational system across the globe. There is ardent need to evaluate the effects of the pandemic with reference to the changes and challenges it has developed for the teachers and the students. The sudden shift in the learning platforms has developed a range of issues especially for the EFL teachers and students. To address this issue, the present study evaluated the perceptions of the Jordanian EFL teachers relating to the online teaching processes. The study used the quantitative approach, and a survey questionnaire was developed for the evaluation of the perceptions of the teachers. The results of the study highlighted the most essential elements in EFL teaching. The results indicated that the teachers necessitated top priority to the subject matter knowledge as well as the socio-affective skills induced by the pandemic. The results also indicated that the teachers placed pedagogical knowledge as the least important area within the EFL teaching. The results and findings of the study have illustrated that the most vital aspect of the learning environment is to develop a constructive approach outside of the school context and development of a teaching methodology that allows the students to learn effectively without compromising their safety and health. The findings of the study suggest for the development of policies and procedures for tackling the imminent health crises without compromising on the learning of the students.