The impact of social presence in synchronous online language learning in non-formal adult education for interaction competence

Abstract

The increasing popularity of online learning platforms has provided a convenient and accessible option for adults seeking to enhance their language skills. However, replicating the social aspects of a traditional classroom environment can be challenging in a virtual setting. This study investigates the impact of social presence on the development of spoken language skills in adult learners. The research involved 35 adult learners in a non-formal English course delivered synchronously via Zoom. Learners were surveyed on their perception of social presence, instructor presence, and their progress in developing spoken English proficiency. The findings revealed a strong correlation between social presence and a positive learning experience for adult learners. Humour emerged as a key element fostering interaction and collaboration among learners. The ability to connect with fellow students further contributed to a sense of community. Notably, a robust instructor presence was identified as critical in establishing and maintaining a high degree of social presence. More importantly, learners reported significant improvement in their spoken language skills. A supportive and positive learning environment, coupled with well-designed online activities that encouraged collaboration, were highlighted as key factors contributing to this improvement.