انتهاء الكورجي

The study aimed to investigate Iraqi MA students’ perceptions of the most important element of the CoI theory an‎d to explore the indicators an‎d categories they used to improve cognitive, social, an‎d teaching elements in the online English language classes. The participants included 100 Iraqi postgraduate students of TEFL from IUST an‎d Baghdad University. A validated questionnaire on Community of Inquiry with 39 items was used in the research. Four open-ended questions are also administered to the participants. Descriptive statistics an‎d Pearson correlation were used to analyze quantitative data, while thematic analysis was used to analyze qualitative responses. Teaching presence was considered to be the most significant factor helping facilitate the EFL learners’ learning processes. Positive correlations were also observed between the categories of each element. The results also showed that the triggering an‎d exploration stages were the most frequent categories of cognitive presence, implying difficulties with obtaining higher-order learning results. Given the social presence, interaction an‎d group cohesion received the highest percentages, whereas the affective indicators were relatively less frequent. The findings suggest that successful online EFL instruction lies in the active combination of guidance of instructions, significant socialization, an‎d cognitive involvement.

چارچوب اجتماع كاوش , حضور آموزشي , حضور اجتماعي , حضور شناختي

Community of Inquiry (CoI) , teaching presence , Social presence , cognitive presence

Enteha Al korji

Dr. Taghizade