Innovation in Language Learning

This study investigates students' cognitive presence in an online English as a Foreign Language (EFL) course in Finland. Cognitive presence, a key component of the Community of Inquiry model, refers to the extent to which learners actively construct and confirm meaning through sustained reflection and discourse [1]. To facilitate this deeper learning process, we implemented task-based language learning [2] (Ellis, 2003) and developed a task design aligned with the practical inquiry framework [3]. This framework recommends a phased approach consisting of four stages: triggering an event, exploration, integration, and resolution. We designed tasks to correspond to each phase, ensuring they were authentic, real-world tasks focused on completion [2] (Ellis, 2003).

The study involved 35 adult learners who participated in weekly 1.5 hours online lessons, including for one academic year. A questionnaire was distributed at the end of the course to assess students' perceptions of the task design. The quantitative data was analysed using statistical methods, while descriptive analysis was employed for the qualitative responses.

The results indicated that cognitive presence is enhanced by several factors, including course content, assignments, interaction, and teacher activities. In addition, valuable discussions, connecting new information to prior knowledge, strong teacher support and feedback, and a positive, encouraging atmosphere are crucial contributors. 

Keywords: Cognitive presence, online language learning, TBLT