This study aims at uncovering the perspectives of tertiary English language learners on the emergency distance language learning practices carried into effect following the devastating earthquakes in Türkiye in 2023. The study adopted a descriptive phenomenological research pattern as a qualitative study to gain an in-depth understanding of the perceived benefits and drawbacks of emergency online education based on the actual experiences of learners during the crisis period. With this purpose, qualitative data were collected from 77 participants through online reflection forms at the end of the online education period. The analysis of the data revealed that the leading benefits of emergency online education were easy access to courses, recordings, and materials; the supportive attitudes and efforts of the instructors; motivational and psychological support; and economization in terms of time and money. On the other hand, internet connection failures, poor technological devices, electricity cut-offs, distractors leading to demotivation, the psychological burden of the crisis conditions, disciplinary issues, interaction and socialization restrictions, and digital literacy of instructors were among the reported drawbacks of practices. As pedagogical implications, it is understood that there is a clear need for preparedness for emergency scenarios, and it is a requirement to equip all the stakeholders with the necessary qualifications needed to implement emergency distance language learning practices.