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Cited by 8Online and Blended LearningEnglish Language Learning and TeachingEFL/ESL Teaching and Learning

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Online Social Learning and Instructional Presence: Enhancing English Education at a Jordanian University

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Rababah, Luqman M., Rababah, Mahmoud Ali·2024·Forum for Linguistic Studies
DOI 10.30564/fls.v6i6.7430
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Abstract

Due to the rapid growth of online education, universities have maximised their English language learning experiences. This study explores English language learning communities in synchronous and asynchronous online contexts, focusing on social and instructional presence. The sample included 10 English language, literature, and translation students. Open-ended questions were asked in a small focus group to promote reflective conversation. The intricacies of social and instructional presence in online learning are made clear by this qualitative method. By concentrating on the complex relationships and common perspectives that emerge in targeted group discussions, the study revealed how students view their interaction with social and instructional presence to enhance English language instruction in the digital environment. The study offers important information for customising approaches used at the university. Combining these strategies may enhance virtual learning environments, mainly the English language courses offered by the university.

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  • Role-play may provide a unique opportunity for learners to embark on spontaneous verbal interaction.

    “Thus, emphasized that role-play may provide a unique opportunity for learners to embark on a spontaneous verbal interaction (Doan, 2024; Rababah & Rababah, 2024; Rababah et al., 2023).”

    From An Experimental Study of the Effectiveness of Role-play in Improving Fluency in Jordanian EFL Students' Speaking Skills (2025) · cites this paper as Rababah & Rababah, 2024

    Section 4.1.2 discusses real-time interaction through video conferencing and live chats, but does not address role-play. Searches for “role-play” and “role playing activities spontaneous speaking” found no passage linking role-play to spontaneous verbal interaction; no page number was provided for the passages. (LLM, conf=0.72)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 41

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Metadata

Authors
Rababah, L. M., & Rababah, M. A.
Affiliations
  • Jadara University (JO)
  • Al-Balqa Applied University (JO)
Corresponding author
  • Rababah, Luqman M.
  • Rababah, Mahmoud Ali
ORCID
Venue
Forum for Linguistic Studies
Publisher
Bilingual Publishing Group
Published
2024-12-11
Volume
6
Issue
6
ISSN
  • 2705-0602 (ISSN-L)
  • 2705-0610
DOI
10.30564/fls.v6i6.7430
OpenAlex
W4405509530
Cited by
8
References
0
Citations by year
2026: 4 · 2025: 4
FWCI
10.11
Type
journal article
Language
en
Open access
Licence
Locations
Forum for Linguistic Studies (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Online and Blended Learning
  • Social Sciences › Education › English Language Learning and Teaching
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
social presence, English language learning, online learning communities, synchronous and asynchronous learning, virtual learning environments, student perceptions, English language teaching

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