COVID-19 pandemic has created an unprecedented and unexpected economic and social disruption worldwide since 2020. This caused a significant paradigm shift in instructional mode from face-to-face to online or virtual learning environments. The pandemic resulted in lockdowns that caused disturbances in many aspects of language learning and teaching. Learners, teachers, professionals, and researchers have realised the challenges and newness of the COVID-19 era that teachers and students faced which deepened an understanding of both teachers’ and students’ perceptions and reflections on teaching and learning experiences during the pandemic. Even though COVID-19 era is over its Impacts on language teaching and learning still exist in terms of procedures and teaching/learning purposes. What is crucial now is (re)considering English language teaching (ELT) in the post-pandemic era. In particular, teaching methods, content developed, and learning contexts need to be reconsidered to make teachers and learners engage in effective ELT in the post-pandemic era. However, there is a lack of information about teachers and learners envisioning readiness, and expertise of distance ELT. Therefore, this article,therefore, aims toshedlight on Algerian EFL teachers perceptions of ELT after COVID-19 focusing on vision for an effective education in the post-pandemic era.The significance of this research lies in the urgent need to bridge the gap between pre-during and post-pandemic eras of teaching and learning.