This paper documents the transition from Emergency Remote Teaching (ERT) to post-ERT English as a Foreign Language (EFL) teaching practice by investigating the experiences of EFL university instructors in South Korea. Using a mixed methodology, the researchers found quantitative evidence to possibly formulate a standardized ERT practice in the field of EFL. The multiple regression tests found that teachers identified managing grades and student messaging as benefits of remote teaching; the same tests also showed self-regulation, collecting assignments, and creating English content as ERT challenges. These are the specified areas that teachers have reported as the benefits and challenges of ERT practice. A key finding of this paper revealed a salient example of ERT’s lasting impact. Some of the teachers in this study had two groups of students: online and in-person. Along with documenting this hybrid of in-person and remote teaching, this study provided a platform for teachers to voice their experiences and concerns about this transitory period. This study also found evidence that incorporating an online component into traditional classrooms appears inevitable; the issues inherent in language instruction are now inseparable from the challenge of engaging students accustomed to remote learning.