Community of Inquiry as an Instructional Framework: How Teaching, Social and Cognitive Presences Impact EFL Speaking in a Blended Setting in Bangladesh

Abstract

This study investigates the impact of the community of inquiry framework on enhancing English as a foreign language proficiency in a blended learning context in Bangladesh. The primary aims are to examine how integrating teaching, social, and cognitive presences improves EFL speaking skills and to identify teachers’ perspectives and recommendations on implementing blended learning and community of inquiry. Semi-structured interviews were conducted using a qualitative case study approach with ten teachers from a private university after a two-day professional development workshop and a subsequent four-week application of CoI principles in their classes. The findings reveal a positive influence on students’ speaking skills, notably boosting motivation, confidence, and peer collaboration. However, challenges like better teacher training in technology and pedagogy and insufficient institutional support for online resources were identified. Despite these obstacles, the study emphasizes how the community of inquiry can revolutionize Bangladeshi education by promoting the idea that English should be viewed as a communication tool outside of the classroom. The paper concludes with recommendations for effective community of inquiry and blended learning implementation, stressing the importance of comprehensive training and institutional backing.