Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

A Technology Acceptance Model (TAM): Malaysian ESL Lecturers’ Attitude in Adapting Flipped Learning (Technology Acceptance Model (TAM): Sikap Pensyarah ESL di Malaysia dalam Penyesuaian Pembelajaran Flipped)

Students nowadays are exposed to technology and they are always interested in learning new things. By incorporating technology as a means of learning, the students would be able to develop interest in learning language and improving their ICT skills. Crossing the line of time and distance and applying the saying that learning could be done anywhere and every time, applying the theory of distance learning, this paper reviews the effectiveness using MOOCs to improve students’ writing skills. Prior research regarding the use of MOOCs and technology, especially in language education and writing skills, is reviewed. Emphasizing on MOOCs as the platform of improving students’ writing skills, this paper explains how MOOCs helps in improving the process of teaching and learning and the importance of self-directed learning.

The rapid transformation of traditional classrooms to online platforms during the COVID-19 pandemic has presented numerous challenges for educators, particularly those teaching English as a Second Language. This research aims to explore the challenges faced by ESL teachers in adapting to and managing online teaching, as well as the strategies they employ to navigate this new digital landscape. Using a qualitative approach, semi-structured interviews were conducted with three ESL teachers to gather valuable insights into their experiences. Thematic analysis was applied to identify and categorize the challenges encountered by these educators during the implementation of online teaching. Additionally, the study investigated the strategies employed by teachers to overcome these obstacles and enhance the effectiveness of their online instruction. The findings reveal six major challenges faced by ESL teachers, including technical issues, time management, limited student access to technology, monitoring and assessment difficulties, students’ issues, and teachers’ competency issues. To address these challenges, teachers utilized three main strategies: self-empowerment through self-learning and upskilling in technology, effective monitoring and assessment techniques, and enhancing online learning through interactive engagement. The insights garnered from this study can assist educational institutions, policymakers, and educators in identifying areas that require support and improvement for more effective and efficient online teaching practices. Ultimately, the study emphasizes the importance of continuous professional development for ESL teachers to successfully navigate the complexities of online teaching and meet the diverse needs of their students in the digital age.