Abstract T he aim of this study was to investigate the impact of using virtual language museum on developing English critical listening and creative writing skills of postgraduate students and their attitudes towards cultural diversity. The study employed a quasi-experimental design. The study's sample comprised a group of  thirty (30) of EFL postgraduate students comprising one experimental group. The study employed many instruments, namely a critical listening checklist, pre-post critical listening and creative writing test, and cultural diversity attitude questionnaire. The findings indicated that there were statistically significant differences at a significance level of 0.01 for the overall critical listening and creative writing skill, in the favor of post-test administration. Results were discussed with regard to several aspects that influenced the overall process of learning a language and the virtual language museum framework. The study has made helpful contributions to the implementation of virtual language museums in English listening and writing classes