As attention to using online technology is increasing in the field of ESL education, this research aimed to investigate (1) factors that foster or inhibit the development and implementation of online courses, and (2) extent to which the perspectives of program directors and ESL teachers affect online ESL education. In this qualitative research, five programs that are in different levels of implementation of online courses were examined. Participants included the five programs directors and 39 ESL instructors.

The findings showed that factors such as instructors’ ability and availability, their knowledge and experience, the lack of human and technical support from the school, and concerns about the quality of online courses inhibited the implementation of online ESL courses. On the other hand, factors such as the incentive to satisfy student needs, reach a wider audience, increase enrollment, and respond to pressure from administration and policies set by the school fostered the implementation of online courses. A detailed presentation of the factors is included.

Regarding the second research question, a pattern could not be found that showed a direct association between the internal consensus and the actual implementation of online courses. This suggests that the role of internal consensus in the innovation adoption process needs to be further examined. Discussion and implications of the findings, and recommendation for future research are also included.