EFL instructors’ perceptions about teaching, social, and cognitive presences in online EFL classes after the outbreak of the COVID-19

Sütcü, Halime Feyza
The current study aimed to investigate the EFL instructors’ perceptions about teaching, social, and cognitive presences in online classes after the outbreak of the COVID-19 pandemic within the CoI (Community of Inquiry) framework. Adopting a mixed methods design, the study had two basic tools, which are an online survey having a Likert Scale and online group interviews. In the first phase which was the quantitative stage, 72 EFL instructors participated and filled in the CoI questionnaire, which consists of three basic categories. These are teaching presence, social presence, and cognitive presence. In the second stage which was the qualitative phase, 9 volunteering EFL instructors were involved in the online group interviews. Quantitative data was analyzed using descriptive statistics, Pearson Correlation Coefficient, and Within subjects ANOVA whereas constant comparative analysis was used for the analysis of the qualitative data. After the analyses, the results showed that EFL instructors found teaching presence the easiest to establish in online classes. Moreover, significant correlation between each of these presences was found. Results demonstrated that the instructors used Zoom, Moodle and WhatsApp which helped the betterment of the presences. In the study, some reasons for the differences between the presences as well as beliefs and experiences were shared by the instructors. The present study providing a detailed view of the instructors as to the presences and the sub categories, may be helpful for English language instructors, administrative people, testing units, and professional development units who are involved in English language teaching.


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Citation Formats
H. F. Sütcü, “EFL instructors’ perceptions about teaching, social, and cognitive presences in online EFL classes after the outbreak of the COVID-19,” M.A. - Master of Arts, Middle East Technical University, 2021.