Integrating face-to-face instruction and asynchronous communication to foster community of inquiry in English learning

Abstract

This study examines how learners’ English proficiency and individual difference factors (international posture, willingness to communicate, motivation, social presence) change, and how a small community develops, through an English course designed using the Community of Inquiry framework. Conducted over eight sessions at a university in Japan, the study involved 26 students who provided complete data for analysis. The main activities included two in-class group presentations and one individual video presentation via Google Chat. Pre- and post-tests on speaking proficiency and surveys on individual differences were administered. Reflection sheets were also collected after each activity. A paired t -test was used for the former, and SCAT (Steps for Coding and Theorization) was employed for the latter, followed by coding. Results showed that both face-to-face and asynchronous activities via Google Chat contributed to improvements in English expression, particularly international posture, willingness to communicate, and active social presence. The findings suggest that intentional efforts by instructors to enhance individual difference factors in both settings can boost student participation and support the development of balanced communication skills, integrating both expression and receptivity. Additionally, the community development process was outlined in seven stages. Early self-introductions and exchanges established trust and mutual understanding, while role assignment and task management within groups promoted cooperation and efficiency. Sharing progress and exchanging feedback maintained communication, with informal interactions strengthening relationships and collaboration. Lastly, reflecting on tasks deepened learning and increased awareness for future improvements. In conclusion, this study highlights the effectiveness of combining face-to-face and asynchronous communication in improving language proficiency and building a strong learning community. It suggests that by intentionally enhancing individual difference factors, such as international posture, willingness to communicate, and social presence, instructors can increase student engagement and promote better learning outcomes.