This study investigates Saudi male English as a Foreign Language (EFL) students’ perceptions of Emergency Remote Teaching (ERT) during the COVID-19 pandemic. The research aimed to explore how students experienced online learning, the challenges they faced, and the perceived impact on their language development. Data were collected through a mixed-method design comprising an online questionnaire and three focus group interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. Findings reveal a mix of positive and negative perceptions: students appreciated flexibility and improved communication but reported significant technical, pedagogical, and social challenges, including limited interaction and inadequate teacher training. The study concludes that while ERT provided continuity of learning, its effectiveness was constrained by insufficient preparation and lack of interactive materials. Recommendations include integrating robust teacher training and designing pedagogically sound online resources to enhance future emergency teaching practices.