Virtual instructors' perspectives toward Community of Inquiry framework: The case of EFL

This study aimed to investigate virtual English language instructors' perspectives regarding Community of Inquiry Model (CoI). The population of the study consisted of 7 online experienced TEFL instructors at Iran University of Science and Technology (IUST). They were asked to provide the answers of an interview based on 38 open-ended questions. The results of the study indicated that Cognitive presence was the least common presence in virtual learning environment. Regarding Social presence, only few indicators of this presence (Utilizing medium, Identifying areas of agreement and disagreement, Setting climate for learning, and Encouraging and acknowledging student contribution) were available to virtual students. Considering Social presence, slightly less Affective and Group Cohesion presence was found in Instructors' comments and only two indicators of Open Communication category (Complimenting and Quoting messages) were frequent and applicable to virtual learning environment.