Abstract: While numerous studies tried to identify factors and barriers influencing teachers’ technology use, very few studies have looked into the impact of teachers’ online learning experience on their change in technology use. This study examined the impact of university language teachers’ MOOC learning experience. Eight language teachers at university levels were interviewed online to see whether and how their MOOC learning experience influenced four key variables of instructional technology use: knowledge, self-efficacy, pedagogical belief, and technology acceptance. Inductive qualitative analysis indicated that teachers’ MOOC learning experience had positive impact on teachers’ technology acceptance and their pedagogical beliefs related with instructional technology use. The findings have implications for designing professional learning activities for teachers