The widespread use of technology has accelerated many changes in the education sector including higher education. The Internet has made online learning feasible, and many researchers and educators are interested and took part in online learning to enhance and improve student language learning involvement while combating the reduction in resources. It is imperative that researchers and educators consider the effectiveness of language online learning compared to traditional face-to-face format and the factors that influence the effectiveness of online courses. Using a qualitative content analysis approach, in-depth interviews had been conducted with twenty (20) undergraduate students of a private university in Sibu, Malaysia, who had undertaken online courses. The study is aimed at understanding the learning effectiveness for online language courses and to identify multiple factors that contribute to the students' involvement in online learning. Based on the findings, the researcher considered that effective online instruction is dependent upon: (1) well-prepared online learning tools; (2) students and instructors' proficiency in technology practices; (3) motivated interaction between the instructors and learners; and (4) well-prepared and fully-supported instructors. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance schools, institutions, and universities success in transitioning to teach online. [Financial support for this research was provided under Fundamental Research Grant Scheme (FRGS) offered by University of Technology Sarawak.]