The Community of Inquiry (CoI) framework has been extensively studied. While prior research has investigated the development and validity of the CoI theoretical construct, few studies have focused on the interdependent Cognitive, Social and Teaching Presences of the framework and none have been conducted based on a positive framing of Global Englishes (GE) which directly challenges a monolingual ideology. This mixed methods study considers how GE users in a Second Language Acquisition postgraduate course at a research university in Malaysia experienced these three Presences in their course, and how knowledge was collaboratively constructed in relation to their experience with these Presences. Data sources consisted of the CoI surveys and discussion board posts. Analysis of these posts focused on the relationship between CoI Presences, GE user participation and knowledge construction. Findings suggest that the GE users actively constructed knowledge collaboratively in the CoI, and that they took on varied roles which demonstrated the three Presences. This study makes an empirical contribution to the body of research on GE users and a functioning CoI in asynchronous discussion boards. Additionally, it highlights the importance and potential value of a conscious, empowering framing of students as GE users in transforming research possibilities and outcomes in Applied Linguistics.

调查社区（CoI）框架已得到广泛研究。尽管先前的研究调查了CoI理论结构的发展和有效性，但很少有研究集中于框架的相互依赖的认知，社会和教学存在，而没有针对基于全球英语（GE）的积极构架直接进行挑战的研究。单一语言的意识形态。这项混合方法研究考虑了马来西亚研究型大学在第二语言习得研究生课程中的GE​​用户如何在其课程中体验这三种状态，以及如何根据他们在这些状态下的经验来协作构建知识。数据来源包括CoI调查和讨论委员会帖子。这些帖子的分析重点在于CoI存在之间的关系，GE用户参与和知识建设。结果表明，GE用户在CoI中积极地共同构建知识，并且他们扮演了多种角色，证明了这三种存在。这项研究为GE用户和异步讨论板中有效的CoI的研究做出了实证性贡献。此外，它突出了有意识的重要性和潜在价值，使有能力的学生成为GE用户，可以改变应用语言学的研究可能性和成果。这项研究为GE用户和异步讨论板中有效的CoI的研究做出了实证性贡献。此外，它强调了有意识的重要性和潜在价值，使学生成为GE用户，有助于改变应用语言学的研究可能性和成果。这项研究为GE用户和异步讨论板中有效的CoI的研究做出了实证性贡献。此外，它强调了有意识的重要性和潜在价值，使学生成为GE用户，有助于改变应用语言学的研究可能性和成果。