As Massive Open Online Courses (MOOCs) are booming, the development of learning videos has become a crucial work. The designing of learning videos for learning of English as a Foreign Language (EFL) depends much on experience and lacks adequate theoretical guidance, which results in unsatisfactory learning outcomes. This study investigates the design of EFL learning videos from the perspective of social presence and proposes a few technology-incorporated design strategies, namely embedding instructor image, establishing visual social context and improving learner-video interactivity on both mental and operational levels. These strategies were adopted in the development of three EFL MOOCs. A quasi-experiment was conducted with the experimental group using videos from those MOOCs. Data were collected through a questionnaire survey measuring social presence, a group interview and a post-test. Results show that the experimental group perceived significantly higher social presence than the control group yet did not achieve better learning outcomes. Configuration of subtitles and arrangement of visual elements are considered as possible factors for not obtaining better learning outcomes, and suggestions are offered to improve the strategies.

随着大规模在线公开课程（MOOC）的蓬勃发展，学习视频的开发已成为一项至关重要的工作。用于学习英语作为外语（EFL）的学习视频的设计在很大程度上取决于经验，并且缺乏足够的理论指导，从而导致学习效果不理想。这项研究从社会存在的角度研究了EFL学习视频的设计，并提出了一些与技术结合的设计策略，即嵌入教练图像，建立视觉社交环境并在心理和操作层面上提高学习者视频的交互性。在开发三个EFL MOOC时采用了这些策略。使用来自这些MOOC的视频与实验组进行了一次准实验。通过问卷调查收集数据，这些问卷用于衡量社会存在感，小组访谈和事后测试。结果显示，实验组的社交能力明显高于对照组，但学习成绩却没有得到改善。字幕的配置和视觉元素的排列被认为是无法获得更好学习效果的可能因素，并提出了改进策略的建议。