The problem with a coronavirus posed a challenge to the education system, forcing educators to change to a wholly E-learning environment. Many educational institutions were unprepared for such a fast transformation. During the COVID-19 shutdown, distant study of foreign languages caused current teaching technologies to increase the breadth of the educational process, broaden its practical direction, and contribute to the intensity of students autonomous work, boosting their cognitive activity.The articles goals include: defining the types and specifics of modern edTech for the educational process as it transitions from no E-Learning to fully E-Learning and eliminating the role of the Internet as a means of information and communication edTech in teaching foreign languages at higher education establishments is to discover how to improve students learning at higher education institutions, the significance of employing remote edTechs, and the SWOC (Strengths, Weaknesses, Opportunities, and Challenges) examination of E-learning strategies during the pandemic shutdown. This studys contribution is to analyse learners new experiences in online education and to examine the viability of virtual ways of learning. This is accomplished by analysing the replies of 228 students to a survey-based questionnaire. The studys validity was tested using a descriptive statistical approach. The key issues that influence and effect online EFL learning during COVID-19 are technological, academic, and communication concerns. According to the survey findings, most EFL learners are dissatisfied with continued online learning since they have not made the desired gain in language learning performance.