The pandemic-induced global shift to remote learning revealed that key elements of face-to-face learning fail to translate satisfactorily to the online environment. Among them, group interactions in videoconferencing language learning imply two parallel challenges for learners that must be acknowledged and supported by teachers: a shift from the usual unmediated communication to a mediated one, and a shift from using their first language to using a foreign language. The present study draws on a dynamic and multidimensional notion of presence to address challenges identified in videoconferencing and language learning. From this perspective, a selection of interactional practices observed in activism is proposed, mapping connections between each of the practices and the social, teaching, and cognitive dimensions of presence. The proposal offered in this study contributes to a call from the literature in remote learning for research on practical strategies to facilitate presence within the community of inquiry framework.

大流行引起的全球向远程学习的转变表明，面对面学习的关键要素无法令人满意地转化为在线环境。其中，视频会议语言学习中的小组互动对于学习者而言意味着两个平行的挑战，必须得到教师的认可和支持：从通常的无中介交流转变为有中介交流，以及从使用第一语言到使用外语的转变。本研究借鉴了动态的多维存在感概念，以解决在视频会议和语言学习中发现的挑战。从这个角度出发，提出了在行动主义中观察到的互动实践的选择，将每种实践与存在的社会，教学和认知维度之间的联系进行了映射。