Received June 2021; Revised August 2021; Accepted September 2021 DOI: 10.52631/jemds.v1i2.20 RESEARCH ARTICLE Google Classroom as a Tool of Support for Flexible Learning in the New Normal Jimmylen Zuñiga-Tonio* 1 Languages Department, Catanduanes State University, Catanduanes, Philippines Correspondence *Corresponding Author. Email: jztonio17@gmail.com Abstract The global crisis of the COVID-19 pandemic affected all areas of life significantly paving the way to the new normal set-up. In response, the higher education sys- tem in the Philippines opted to implement flexible learning as its delivery model. Flexible learning unlocked critical areas in redesigning the pre-pandemic learning and teaching paradigm, one of which is the deployment of learning management systems or online platforms to contribute to the effective implementation of flexi- ble learning. The present study attempts to explore Google Classroom’s potentials and acceptability as a tool of support to flexible language learning and teaching. A survey questionnaire was given to a group of 44 university students who com- pleted the Purposive Communication course. Using the Technology Acceptance Model (TAM) analysis of data, the findings revealed that the majority of the stu- dents agreed that Google Classroom could provide accessibility, utility, and students’ satisfaction. Similarly, students agreed it could support communication and inter- action and instruction delivery in flexible learning. Further, a qualitative-inductive approach using thematic analysis of the open-ended question in the survey question- naire revealed that Google Classroom supports flexible language learning through the following: (a) easy monitoring of tasks, assignments, projects, and announcements; (b) excellent storage of learning materials (ex. backup files); (c) motivates students to manage time; and (d) motivates students to perform well. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning, provided that responsive and timely faculty guidance is in place. KEYWORDS: Google Classroom, flexible learning, new normal, language teaching and learning, technology acceptance model 1 INTRODUCTION In keeping abreast despite the drawbacks brought about by the COVID-19 outbreak, one of the areas being examined today by several scholars is the role of numerous learning management systems (LMS) or ‘platforms’ in blended learning in higher edu- cation. There is a rising interest in how online and web-based learning tools are used, along with their corresponding pedagogy employed to support them. This area is further explored as to how these tools might contribute to the effective execution of