One aspect of online classes that has recently experienced a paradigm shift is fully online language environments (FOLEs) – that is, learning settings where 100% of the content of the class is being delivered online. The SARS-CoV-2 (COVID-19) outbreak in 2020 called for the use of fully online teaching in schools and universities in many countries due to confinement measures. Accordingly, schools have made extraordinary efforts towards implementing home-based schooling and delivered online courses to their students during the pandemic. In many universities, online platforms such as Blackboard Collaborate are being used to fulfil the need to keep up with the requirements of academic programmes. However, research findings addressing specific FOLE platforms are scarce, with even fewer studies focusing on learners’ engagement perceptions in those settings. Therefore, the purpose of this mixed-methods exploratory study was to delve into aspects involved in engagement, such as participation, group work, instructional materials, and learning strategies, regarded as key factors influencing the success of FOLEs. Thus, a FOLE questionnaire was administered to 54 EFL university learners, which was followed by semi-structured interviews conducted with seven participants. Our analysis drew from FOLE engagement research (Sun, 2014) and the community of inquiry (CoI) framework (Garrison & Arbaugh, 2007; Garrison et al., 2000). The main findings revealed that the poor interactions with peers and the lack of peer rapport negatively influenced the social presence of students (Garrison & Arbaugh, 2007), that the instructor can use teaching presence to increase student awareness of the relevance of the online environment and overcome adaptation issues (Kebritchi et al., 2017), and that teaching presence can help increase cognitive presence and facilitate effective interactions with the content. Implications for pedagogy were put forward as part of a FOLE approach.

中文翻译：

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切换到完全在线的 EFL 学习环境：关于学习者感知的探索性研究

最近经历了范式转变的在线课程的一个方面是完全在线的语言环境 (FOLE)，即 100% 的课程内容在线交付的学习环境。由于限制措施，2020 年的 SARS-CoV-2 (COVID-19) 爆发要求在许多国家的学校和大学使用完全在线教学。因此，学校在大流行期间为实施家庭教育做出了非凡的努力，并为学生提供了在线课程。在许多大学中，Blackboard Collaborate 等在线平台被用于满足跟上学术课程要求的需求。然而，针对特定 FOLE 平台的研究结果很少，更少的研究关注学习者在这些环境中的参与感。因此，这项混合方法探索性研究的目的是深入研究参与所涉及的方面，例如参与、小组工作、教学材料和学习策略，这些被视为影响 FOLE 成功的关键因素。因此，对 54 名 EFL 大学学习者进行了 FOLE 问卷调查，随后对 7 名参与者进行了半结构化访谈。我们的分析来自 FOLE 参与研究 (Sun, 2014) 和调查社区 (CoI) 框架 (Garrison & Arbaugh, 2007; Garrison et al., 2000)。主要研究结果表明，与同龄人的不良互动和缺乏同龄人融洽对学生的社会存在产生了负面影响（Garrison & Arbaugh，2007），教师可以使用教学临场感来提高学生对在线环境相关性的认识并克服适应问题（Kebritchi 等，2017），并且教学临场感可以帮助提高认知临场感并促进与内容的有效互动。作为 FOLE 方法的一部分，提出了对教学法的影响。