This study focuses on a relatively new aspect of English language teaching (ELT), which has resulted from the impact of the transition to emergency remote classes during the COVID-19 pandemic. In view of the fact that, during the pandemic, new circumstances have posed additional challenges and significant limitations on teachers and students, and have impacted all aspects of teaching and learning, this thesis aims to investigate teachers’ perceptions on the shift from face-to-face classes to emergency online teaching, and the perceived benefits and challenges of this transition. First, important aspects related to teaching English today prior to the pandemic are analyzed, which is followed by insights into online language delivery and the pedagogical shift in ELT. Next, the introduction of emergency online teaching in Croatia is described and earlier studies on teaching English during the COVID crisis are reviewed. This study is presented and the results obtained from a survey conducted among English language teachers in Croatia are analyzed to provide information about their experience with teaching English remotely. Drawing on the findings, the study also provides insights into possible measures for improvement of teaching English remotely. The results of this study indicate that emergency remote teaching increased teachers’ workload, but that, in the process, they gained a new set of skills and competencies. The main problems they encountered were low student engagement and motivation, and a lack of face-to-face interaction. They also indicated that it was more challenging to teach productive skills in an online setting than receptive skills, and to teach grammar implicitly. Creating an interactive environment in which students would collaborate, checking understanding and assessing their knowledge also proved to be difficult for teachers. As for the strengths, the participants singled out the possibility of using new digital tools and online materials, accessibility, comfort and safety. Also, they feel their students had more time so they could learn on their own pace and be more independent. The results demonstrate that better support should be provided and a pool of materials and guidelines for online activities should be developed in order to help teachers engage students and avoid the challenges of teaching and assessing EFL online. What they would also appreciate are examples of best practices and effective online assessment.