Abstract

In educational settings, social networking may be thought as being closely related to concepts such as teaching presence, social presence, and cognitive presence as a part of communities of inquiry (CoI) (see Garrison et al., 2000; Garrison et al., 2010; Swan & Shea, 2004), and how these relate to learner engagement in both the community itself and in tasks and activities that are the object of discussion in the community. Furthermore, learners’ learning outcomes can be implied through engagement which is considered as a multidimensional concept that comprises cognitive, behavioural, social, and emotional dimensions (see Philp & Duchesne, 2016). As in current research from Stockwell (2019), how to maintain active participation in language learning tasks depends on what task engagement is. The types of engagement among second and foreign language learners in the classroom or outside of class may be different according to the level of proficiency, which forms the main focus of the study.

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