English has always been the second language taught in both primary and secondary schools in Malaysia. Students need to master English for communication, job requirements, advancement in science and technology and many other reasons. One of the most difficult components to master is the writing skill. As it requires knowledge in grammar, spelling, punctuation and vocabulary to produce a good piece of writing, students must be fully equipped with all the essential abilities. Henceforth, this study aims to investigate the potential use of social media in improving the writing skill among primary students. The respondents of this research comprised of 47 ESL primary school students from a rural area in one of the states in Malaysia. The students" perceptions were measured through a questionnaire comprising a survey and open-ended questions. The finding of this study indicated that most respondents have access to social media and that they perceived social media as beneficial for the ESL educators to incorporate ICT into their teaching repertoire. It is concluded that incorporating social media in the classroom breaks the barriers in learning and converts it into a constructive learning environment. Contribution/Originality: The study has investigated the use of social media in improving the writing skill. Much has been said about its potential but limited studies have examined the perspective of young students at the age of ten in a rural area. Therefore, this adds to the current existing literature on this issue.

Contribution/ Originality: This study contributes to the current existing approach of flipped classroom in tenses learning. Much has been said about its potential but limited studies have examined the perspective of younger students at the age of nine in a rural area. Therefore, this adds to the existing literature on this issue. INTRODUCTIONEducation nowadays is no longer restricted to any publication knowledge or constricted to a four walls building. It is now towards gearing and transforming younger students to a more ethical technological sophisticated and fast pace in exploring their hidden potential as well as acquiring critical thinking and communication skills before entering the 4th Industrial Revolution era (Azlan, Zakaria, & Yunus, 2019;Hashim & Yunus, 2019). On the contrary, to cater the demand that is coherent with current situations, revolutions, or modifications in viable curriculum and equivalent to international measures requires necessary changes (Lo, 2018).Even Malaysia has recently adopted a new align CEFR curriculum as its language acquisition benchmark towards reaching the global standards in line with other Asian and European countries (Lo, 2018). Therefore, flipped learning together with blended learning are introduced in all educational institution as mentioned in Malaysian Education blueprint (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025).