In today’s scenario, virtual teaching has become a significant trend in English Language Teaching (ELT) across the globe. The implementation of e-learning has also become a new norm in Pakistan since the emergence of COVID-19 has affected all the aspects of life. In this relation, online teaching plays a prominent role in the field of ELT in Pakistan at higher education institutions (HEIs). This pandemic has induced online teaching; therefore, numerous HEIs utilized the technology as the only alternate option to continue teaching. The integration of the technology in ELT has posed both challenges and advantages at teachers. Therefore, this paper aims to identify the challenges and advantages encountered by teachers during pandemic, and it also measures the differences in the intensity of the challenges and advantages at two point’s time, i.e., COVID-19 outset and post COVID-19 era. A quantitative approach has been employed by using questionnaire with both the close-ended and open-ended questions. The close-ended questions were analysed using frequencies, percentages, mean values and Cohen’s d difference for effect size values to evaluate challenges and advantages. To analyse open-ended questions, Mayring’s (2004) approach has been used to find more advantages from the teachers’ responses. The findings highlighted a decrease in the challenges in post COVID-19 era (with the mean value of 2.2) as compared to outset of COVID-19 (with the mean value of 2.7). Moreover, the study also displayed an increase in advantages in post COVID-19 era (with the mean value of 2.4) as compared to the time of outset of COVID-19 (with the mean value of 2.9). Therefore, the results indicated that more advantages are achieved and less challenges are faced by ELT teachers over time. Thus, virtual teaching opens up a new avenue for ELT for any uncertain scenarios in future.