The development of the internet has significantly transformed the methods and approaches used in the realms of education and pedagogy. Blended learning has gained distinction as educators and students increasingly engage in more active participation. The incorporation of online courses has been introduced into the conventional classroom environment to accommodate the diverse demands of students. In addition, other programmes have been developed to facilitate the advancement of educational process, such as zoom, Skype, and Google Classroom. The use of Google Classroom (GC) has significantly increased in response to the Covid-19 epidemic, which has led to widespread educational disruptions. The flexibility of online learning enables learners to promptly respond and access resources that were previously unattainable via conventional classroom instruction. GC is widely recognised as having several benefits compared to other application formats. Hence, a significant proportion of students enrolled in universities and schools demonstrate a rapid adjustment to the General Curriculum. Several studies have asserted that the implementation of GC (game-based learning) has the potential to provide outcomes that are very relevant and valuable for students. Nevertheless, there is a limited amount of research available about the impact of using GC as a platform for English language instruction. The aim of this research is to investigate students' perspectives and challenges pertaining to the utilization of Google Classroom within the domain of English language instruction and development. The findings demonstrate the possible use of GC for collaborative purposes, namely in relation to the learners' acceptance, motivation, and performance. There is an expectation that Google classroom (GC) may be used as a pedagogical tool to improve English language proficiency, perhaps leading to accelerated learning outcomes.