Social Presence in Computer-mediated Communication of Thai EFL Learners

Abstract

According to previous research, computer-mediated communication (CMC) via social media such as Facebook can provide non-threatening learning atmosphere to foster a more relaxed and condusive learning environment to EFL learners hence enhancing EFL learners’ engagement through increased social contact. Understanding Social Presence (SP) indicators can assist in improving the quality of learning through rich interaction and greater engagement. This helps to maximize the potential of CMC for English laanguge learning. Despite previous studies that have looked at interactions in Thai contexts through the lens of SP, there is still much to be discovered. In addition, the value of Social Presence in CMC for language learners, as well as for online learning, has been previously explored in previous study. Though there are few studies on this subject in Thai EFL contexts, there is a lack of research concerning out-of-class activities that can engage students by helping them to overcome the anxiety they feel in a virtual learning environment. The aim of this study was to investigate the ways Thai EFL learners interacted in a computer-mediated communication (CMC) environment based on Social Presence (SP) and to explore learners’ perception on their interaction on Facebook Messenger Group Chat. A mixed-method design was adopted. Fifty-two undergraduate learners in a university in Southern Thailand were selected and divided into groups of four to five to partake in the exchange of Facebook Messenger group messages for 7 weeks. Exchanged messages were collected and analyzed using quantitative counting to find out the frequency of SP indicators in the group chat. A set of questionnaire with open-ended questions was distributed to obtain learners’ 2 vi perception. The former was subjected to descriptive analysis while the latter was subjected to thematic analysis. Results showed that 40% of the messages were interactive responses, followed by affective and cohesive ones, indicating that when Thai EFL learners were virtually present and to appreciate others, they tended to put forward to contribute in the discussion. Furthermore, the learners demonstrated their SP by exhibiting acknowledgement, using paralanguage, using greetings and salutations respectively. Two indicators gained the least: emotion and personal advice. Surprisingly, one indicator, course reflection, was not observed in the text messages. It was found from the questionnaire that cohesive category had the highest total mean score (M = 4.29, SD = .400), followed by affective and interactive ones. The results indicated that the learners strongly agreed that the “sense of belongingness” was felt throughout the online interaction. In addition, as qualitative results, three themes emerged: building group cohesion, immediacy, and an opportunity for English interaction, suggesting that English language use via CMC was valued by the learners beyond the classroom environment. This mixed method study shed light on how Thai EFL learners communicated and interacted digitally using English via Facebook Messenger Group Chat as a designed CMC learning environment with the meaningful negotiation. By understanding their interaction online through SP, the results of this study provided the empirical evidence of how Thai EFL learners socially and emotionally presented themselves online with the exposure to English outside of the classroom as a necessity of language input for EFL learners to build an online community. It concludes with the discussion of the SP implications, limitation and recommendations for EFL educators, learners and stakeholders.