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

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.