This study aimed to investigate how the enforced online language teaching operated in a limited resource context, i.e. Egypt. Based on the Technology Acceptance Model (TAM), a nation-wide survey examined how 258 language teachers perceived the sudden move to remote online teaching and whether such perceptions had an impact on their readiness and intention to use this mode during and after the pandemic. Confirmatory factor analysis was used and revealed that four factors constitute teachers' perceptions. Results showed that participants have positive perceptions of online teaching, which consequently indicate that they were ready to use online language teaching even after switching back to face-to-face. Demographic data had no statistically significant effect on the participants' perceptions of enforced online teaching. Teachers identified training needs that show readiness and intention to engage more with this mode of teaching. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]