This study aims to investigate Iranian EFL instructors' attitude toward e-learning before and after Corona crisis, how they conducted their online EFL teaching, and the challenges they faced during this crisis by employing a mixed methods design. Forty-one university ELT instructors from across the country participated in the quantitative phase of the study by filling out an online questionnaire about their attitude toward e-learning before and after the crisis. For the qualitative phase of this study, 16 instructors who volunteered to participate in this research were invited to participate in the study. The instructors were requested to report in writing their practices in conducting online EFL classes and the challenges they encountered since Corona broke out. Five of them also consented to participate in a semi-structured interview. Analysis of the quantitative data showed a significant increase in positive attitude toward e-learning from before to after the crisis. Analysis of the qualitative data also showed that the instructors conducted online teaching through a series of activities, ranging from checking student presence to evaluating student work synchronously or asynchronously, depending on university policies. However, many problems arose with the students and the instructors. It can be concluded that online teaching did not go well because it was not prepared and the necessary infrastructure did not exist. Research implications for better online learning are also discussed.
