Although　research　into　the　educational　benefits　of　Spherical　Video-based　Virtual　Reality　(SVVR)　has　gained　popularity　in　traditional　face-to-face　English-as-a-Foreign-Language　(EFL)　class,　little　is　known　about　whether　this　immersive,　interactive,　and　imaginative　teaching-assisted　technology　could　facilitate　learning　in　online　EFL　settings　in　the　post-pandemic　time.　The　current　study　explored　how　students　engaged　themselves　in　an　online　EFL　class　facilitated　by　SVVR.　To　achieve　that,　one　focus　group　interview　and　two　semi-structured　interviews　were　conducted　to　collect　in-depth　data　of　students＇　perceptions　of　their　engagement　under　the　SVVR-supported　online　learning.　Based　on　the　theoretical　framework　of　engagement,　the　collected　data　were　thematically　coded　into　three　categories,　namely,　behavioral,　emotional,　and　cognitive　engagement.　The　findings　suggested　that　with　SVVR　affordances,　students　engaged　behaviorally,　emotionally,　and　cognitively　in　the　online　EFL　writing　class,　both　in　an　independent　and　interrelated　way.　The　enhanced　emotional　engagement　of　students　could　then　support　their　behavioral　engagement　while　students＇　cognitive　engagement　could　also　promote　their　emotional　and　behavioral　engagement.　The　present　study　thereby　could　not　only　build　our　understanding　of　the　dynamic,　multifaceted,　and　interconnected　nature　of　student　engagement,　but　also　provide　one　feasible　solution　to　teachers　towards　the　disengagement　issue　in　online　EFL　learning　in　the　post-pandemic　time.