EFL curricula in Saudi Arabia are very comprehensive, with all components of language included in the syllabus. Phonology, or the study of speech sounds, is especially significant in the context of foreign language learning, given its central role in verbal communication. Accuracy of production is a factor of precision in the instruction, which brings in its offing learning challenges in the virtual mode. In the wake of the Covid-19 imposed norms EFL education in Saudi Arabia has undergone drastic changes, giving education new dimensions that deserve investigation. The current study investigates learner perceptions of English phonology online instruction to check its efficacy in the changed paradigm. The study is quantitative in nature, the participants are undergraduate female EFL learners at Qassim University, and the instrument is an online survey. Measurements over six factors indicate that the sample population hold positive perspectives for English phonology virtual learning, the feature that they demonstrate the highest positive attitude for is the teacher's interactive role, whereas pair and group discussion find the least favor with them. The study has long term implications in foreign language learning environments of the future as virtual learning appears to be here to stay.