Interactivity during Covid-19: mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses

Social presence in education pertains to the connectedness students have with one another and is highly indicative of course satisfaction performance. Further, social fosters motivation promotes opportunities for collaboration, therefore, considered a critical factor influencing second language acquisition. In context emergency remote online courses due Covid-19, this study investigates role relation learner interactions learning outcome beliefs. To end, research interested how influences learner-learner, learner-instructor, learner-content within videoconference-supported EFL classes. This also identifies mediating effects on relationship between expected outcomes. cross-sectional questionnaire surveyed 547 South Korean university data were analyzed using structural equation modeling measure direct indirect relationships among variables interest. The findings indicate that students’ levels positively influenced rates their classmates, instructor, content. Results further provide insight pertaining academic achievement expect when participating videoconferencing courses, distinctly mediated by learner-instructor interactions. Findings give into sorts activities practices instructors can employ; instance, are recommended clearly assess learner-learner if such significant influence beliefs tools effectively post Covid-19 era.