A Decadal Examination of Community of Inquiry and Blended Learning in EFL/ESL Development: A Systematic Review

References:

Almalki, A. M., & Sabir, M. (2022). Building Learning Communities in Saudi EFL Online Classes. World Journal of English Language, 12(8), 313–325. https://doi.org/10.5430/wjel.v12n8p313

Anderson, T., Rourke, L., Garrison, D. R., & Archer, W. (2001). Assessing teaching presence in a computer conferencing context. Journal of Asynchronous Learning Network, 5(2). https://doi.org/10.24059/olj.v5i2.1875

Annamalai, N., Eng, T. K., Abdullah, A., & Sivagurunathan, S. (2015). Exploring the Interactions on an Online Narrative Writing Platform. Malaysian Journal of Learning and Instruction. https://doi.org/10.32890/mjli.12.2015.7682

Bailey, D., Almusharraf, N., & Almusharraf, A. (2022). Predicting social presence in videoconference-supported LMS courses: Mediation through L2 writing and speaking strategies. Online Learning Journal, 26(2), 148–169. https://doi.org/10.24059/olj.v26i2.2691

Canals, L. (2022). The role of the language of interaction and translanguaging on attention to interactional feedback in virtual exchanges. System, 105. https://doi.org/10.1016/j.system.2022.102721

Chen, R. H. (2022). Effects of Deliberate Practice on Blended Learning Sustainability: A Community of Inquiry Perspective. Sustainability (Switzerland), 14(3). https://doi.org/10.3390/su14031785

Cheng, G. (2022). Using the community of inquiry framework to support and analyze BYOD implementation in the blended EFL classroom. Internet and Higher Education, 54. https://doi.org/10.1016/j.iheduc.2022.100854

Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: the state of the field. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00392-8

Dalbani, H., Eissa, S., Syed-Ahmad, S. F., & Almusharraf, N. (2022). Transitioning to Flipped Classrooms: Instructors’ Perspectives. Sustainability (Switzerland), 14(20). https://doi.org/10.3390/su142013426

Fu, S. (2023). Designing for a Production-Oriented Approach to Blended Learning in English Language Teaching. International Journal of Technology-Enhanced Education, 1(1), 1–16. https://doi.org/10.4018/ijtee.316457

Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. International Journal of Phytoremediation, 21(1), 7–23. https://doi.org/10.1080/08923640109527071

Garrison, D. R., Anderson, T., & Archer, W. (2010). The first decade of the community of inquiry framework: A retrospective. Internet and Higher Education, 13(1–2), 5–9. https://doi.org/10.1016/j.iheduc.2009.10.003

Guan, A. (2023). Impact of Blended Learning on EFL Learning and Teaching. Lecture Notes in Education Psychology and Public Media, 18(1), 304–310. https://doi.org/10.54254/2753-7048/18/20231348

Kabilan, M. K., & Annamalai, N. (2022). Online teaching during COVID-19 pandemic: A phenomenological study of university educators’ experiences and challenges. Studies in Educational Evaluation, 74. https://doi.org/10.1016/j.stueduc.2022.101182

Khashaba, A. S. (2020). Evaluation of the effectiveness of online peer-based formative assessments (Peerwise) to enhance student learning in physiology: A systematic review using Prisma guidelines. International Journal of Research in Education and Science, 6(4), 613–628. https://doi.org/10.46328/ijres.v6i4.1216

Kurek, M., & Müller-Hartmann, A. (2019). The formative role of teaching presence in blended virtual exchange. Language Learning and Technology, 23(3), 52–73.

Li, L. (2022). Students’ Isolation Challenges in Blended EFL Learning During COVID-19: How Can Social Presence and Interaction Help Develop Sense of Community? Psychology Research and Behavior Management, 15, 3117–3131. https://doi.org/10.2147/PRBM.S388317

Makri, K., Papanikolaou, K., Tsakiri, A., & Karkanis, S. (2014). Blending the community of inquiry framework with learning by design: Towards a synthesis for blended learning in teacher training. Electronic Journal of E-Learning, 12(2), 183–194.

Mamman, B., Abuhassna, H., Umara, K., Mustapha, A. M., Awae, F., Ali, A. S., Radzi, M. B. P., Alshehhi, A. M. A. A., & Almheiri, A. S. B. H. (2022). Pre-Service Teachers’ Views on How the Station Rotation Model with a Blended Social Learning Environment (SRM-BSCLE) Enhances their Critical Thinking Skills. International Journal of Academic Research in Progressive Education and Development, 11(2). https://doi.org/10.6007/ijarped/v11-i2/14134

Maria-Eleni, B. (2023). Investigating the Communities of Inquiry in Blended Learning Environments. International Journal of Education, Learning and Development, 11(7), 1–17. https://doi.org/10.37745/ijeld.2013/vol11n7117

Mielikäinen, M. (2022). Towards blended learning: Stakeholders’ perspectives on a project-based integrated curriculum in ICT engineering education. Industry and Higher Education, 36(1), 74–85. https://doi.org/10.1177/0950422221994471

Mielikäinen, M., & Viippola, E. (2023). ICT Engineering Students’ Perceptions on Project-Based Online Learning in Community of Inquiry (CoI). SAGE Open, 13(3). https://doi.org/10.1177/21582440231180602

Mirabolghasemi, M., Shasti, R., & Hosseinikhah Choshaly, S. (2020). An investigation into the determinants of blended learning satisfaction from EFL learners’ perspective. Interactive Technology and Smart Education, 18(1), 69–84. https://doi.org/10.1108/ITSE-07-2020-0117

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Journal of Clinical Epidemiology, 62(10), 1006–1012. https://doi.org/10.1016/j.jclinepi.2009.06.005

Na, S., & Jung, H. (2021). Exploring university instructors’ challenges in online teaching and design opportunities during the COVID-19 pandemic: A systematic review. International Journal of Learning, Teaching and Educational Research, 20(9), 308–327. https://doi.org/10.26803/ijlter.20.9.18

Nami, F., Marandi, S. S., & Sotoudehnama, E. (2018). Interaction in a discussion list: An exploration of cognitive, social, and teaching presence in teachers’ online collaborations. ReCALL, 30(3), 375–398. https://doi.org/10.1017/S0958344017000349

Noor Al-Qaysi, Mohamad-Nordin, & Mostafa Al-Emran. (2018). A Systematic Review of Social Media Acceptance from the Perspective of Educational and Information Systems Theories and Models. Journal of Educational Computing Research., 57(8).

Page, M. J., Moher, D., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., Mcdonald, S., … Mckenzie, J. E. (2021). PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews. The BMJ, 372. https://doi.org/10.1136/bmj.n160

Pourdana, N. (2022). Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00139-4

Qu, L., Song, S., & Xiao, Z. (2022). Construction of the EFL Mobile Learning Model in the Hybrid Distributed Terminal. Security and Communication Networks, 2022. https://doi.org/10.1155/2022/4429174

Ramalingam, S., Yunus, M. M., & Hashim, H. (2022). Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review. Sustainability (Switzerland), 14(13). https://doi.org/10.3390/su14138051

Ratan, R., Ucha, C., Lei, Y., Lim, C., Triwibowo, W., Yelon, S., Sheahan, A., Lamb, B., Deni, B., & Hua Chen, V. H. (2022). How do social presence and active learning in synchronous and asynchronous online classes relate to students’ perceived course gains? Computers and Education, 191. https://doi.org/10.1016/j.compedu.2022.104621

Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning and Technology, 22(1), 157–184.

Sohrabi, C., Franchi, T., Mathew, G., Kerwan, A., Nicola, M., Griffin, M., Agha, M., & Agha, R. (2021). PRISMA 2020 statement: What’s new and the importance of reporting guidelines. International Journal of Surgery, 88. https://doi.org/10.1016/j.ijsu.2021.105918

Suharno, S., Suherdi, D., & Gunawan, W. (2023). Implementation of a community of inquiry in teaching English as a foreign language in secondary schools: A literature review. Journal of Education and Learning, 17(4), 685–695. https://doi.org/10.11591/edulearn.v17i4.20550

Suprapto, I., Amriyah, C., & Prihatmojo, A. (2024). Blended Learning in an Effort to Overcome Learning Materials in Elementary Schools. Al-Hayat: Journal of Islamic Education, 8(1), 134. https://doi.org/10.35723/ajie.v8i1.447

Turan, Z., & Akdag-Cimen, B. (2020). Flipped classroom in English language teaching: a systematic review. Computer Assisted Language Learning, 33(5–6), 590–606. https://doi.org/10.1080/09588221.2019.1584117

Ud Duha, M. S., Richardson, J. C., Ahmed, Z., & Yeasmin, F. (2022). The Use of Community of Inquiry Framework-Informed Facebook Discussion Activities on Student Speaking Performances in a Blended EFL Class. Online Learning Journal, 26(4), 94–117. https://doi.org/10.24059/olj.v26i4.3490

Wang, Q., & Huang, Q. (2024). Engaging Online Learners in Blended Synchronous Learning: A Systematic Literature Review. IEEE Transactions on Learning Technologies, 17, 594–607. https://doi.org/10.1109/TLT.2023.3282278

Xiaoxing, L., & Deris, F. D. (2022). CoI-based Teaching Practices to Promote EFL Learners’ Online Discussion in China’s Blended Learning Context. Asian Journal of University Education, 18(2), 477–488. https://doi.org/10.24191/ajue.v18i2.18000

Yeung, M. W. L., Yau, A. H. Y., & Lee, C. Y. P. (2023). How should webcams be used in online learning under COVID-19: A co-orientation analysis of teachers’ and students’ perceptions of student social presence on webcam. Journal of Computer Assisted Learning, 39(2), 399–416. https://doi.org/10.1111/jcal.12751

Zehra, A., & Garisson, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250.