Over the past few years, educational researchers have been investigating factors thought to be important in the cognitive processing of foreign language learning/teaching. Of these are the teachers' emotional factors, but these latter were not fully excogitated in well-established research addressing teacher adoption of technology. This study explores how EFL instructors in a Saudi university perceive their attitudes towards and motivation for e-learning with regard to their involvement in teaching online courses via Blackboard®. The study also sought to determine the two main affective factors that influence effective language instruction, namely attitudes and motivation. The theoretical background of this article as well as the methodological approach to gleaning findings from the present investigation determined the role of emotions (attitudes and motivation) in online instruction, and how these emotions may induce better enhanced EFL instruction. Statistical analyses indicated that faculty members have positive perceptions towards using e-teaching technology, mostly influenced by faculty demographics and experience. Results also showed that they were highly motivated, instrumentally and intrinsically, towards using e-learning tools in their teaching. It is concluded that in rich countries like Saudi Arabia, technology may be available for teachers and students alike, but the enthusiasm for and attitudes towards using it for learning needs to be set on. Based on these findings, pedagogical implications and suggestions for effective e-learning have been put forward.