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The integration of E-books in the classroom is widely applied in various disciplines, especially in developing countries. It offers students, teachers, and institutions a supplementary medium or instruction tool that can support or enhance the learning process. This paper explores how English as Second Language Learning (ESL) learners in a TVET institution perceived the use of e-books in enhancing and supporting their learning of a Communicative English course module. In this study, the Technology Acceptance Model (TAM) was used as the lens to explore the perceived usefulness, perceived ease of use, and attitude toward using e-books substituting the traditional textbook in the classroom. Students from four semester-three classes were requested to respond to two open-ended questions concerning the usefulness and ease of use of e-books in learning the ESL course. A total of 80 students participated and responded to this study. The responses generated from the students revealed their agreement on the affordances of the e-book as a potential tool to support and enhance their learning. However, many of them mentioned the shortcomings of the accessibility of technology and the internet stability. These indicate that for an e-book to be fully utilized by ESL learners, it is essential for the institution to improve its technology and internet facilities.

E-book; ESL students’ perceptions; Communicative English Course; Technology Acceptance Model (TAM).