With the outbreak of the COVID-19 pandemic, educational institutions worldwide adapted their teaching and learning techniques for various courses, including English. One of the adaptations includes a well-known model called Flipped Classroom (FC). FC often mixes two stages: pre-class that is online, and in-class that is face-to-face. Though the model was adopted during the pandemic, there were several model adaptations that emerged for entirely virtual use due to pandemic in-person instruction restrictions. These new models replaced the face-to-face session with an online synchronous session supported by several platforms. Several benefits and challenges were reported. Among others, the benefits included improving learning experiences and promoting active learning. This model claims to improve students' comprehension that leads to higher achievement and creates an online environment that encourages students to participate and be engaged during online classes actively. Concerning the challenges, poor-quality learning materials including videos could affect its success and the techniques could add to the workload that teachers already have. This paper presents the implications to English teachers with various technical skills and discusses the utilization of FC during the pandemic and it was limited to available and accessible online sources. Hence, it might not include all the studies on FC at the time of the pandemic.