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<p><span style="background-color:rgb(255,255,255);color:rgb(51,51,51);">By the arrival of technology into the world and&nbsp;how it touches learning contexts, it seems of cardinal importance for educational centres to participate in a systematic study of making the optimal&nbsp;learning available for their future students. The present study examines the effect of the Community of Inquiry Model of&nbsp;Online Learning on EFL learners’ perceived learning and sense of community. The&nbsp;purpose was to figure out how teaching presence affected EFL learners’ perceptions&nbsp;of learning and sense of community in online EFL courses. Pertinent data were&nbsp;collected from EFL students and selected teachers. There were significant&nbsp;relationships between the teaching presence elements and students’ sense of&nbsp;community.&nbsp;It was discovered that there&nbsp;was a small but significant relationship between the students’ perceptions of&nbsp;learning and their sense of community. Directed facilitation and satisfaction with course length were both statistically significant in predicting a sense of&nbsp;community. As claimed by EFL learners, there were statistically significant&nbsp;correlations between teaching presence, perceived learning, and sense of&nbsp;community. The instructors demonstrated similar positive relationships with no&nbsp;significant differences when the student and instructor data were compared.</span></p>

ltf.2021.04.02.pdf

Original Research 

ltf.2021.04.02.xml

Teaching Presence in Online EFL Courses: A Study of Community of Inquiry Model in Iranian Context