Language learning engagement has awakened interest in recent decades. This has taken place because engagement enables students to perform physical and mental, goal-directed, and purpose-driven activities. Unfortunately, keeping students emotionally engaged during Emergency Remote Teaching (ERT) remains under-researched. Therefore, this study focused on scrutinizing how teachers maintained the students' emotional engagement during Emergency Remote Teaching, especially in the Indonesian English as a foreign language (EFL) context. English Education Department teachers at a state-owned university in Indonesia were involved as the research participants. Semi-structured interviews were conducted with two teachers during the data collection. The data were analyzed with Thematic Analysis (TA) (Braun & Clarke, 2006). The findings reported six main themes, namely (1) implementing proper teaching materials and instructional platforms during emergency remote teaching, (2) actualizing tolerance-based learning activities, (3) performing self-adaptation to technology-enhanced language teaching, (4) deploying contextualized teaching methods during emergency remote teaching, (5) applying eclectic instructional media during emergency remote teaching, and (6) utilizing constructive and humanizing online learning monitoring. Practically, TESOL practitioners, students, and policymakers can benefit from this study to realize how to maintain students' emotional engagement while performing teaching and learning activities during ERT.