Cognitive presence and social presence and interaction are important factors of learning of CSCL.This study examines the learning process of two types of CMC: text chat and video chat. Japanese and Philippine EFL learners at the college level participated in this study. We attempted to determine how much each mode of communication impacts learning and how each application may affect language production by NNs as well as whether cognitive and social presence may stimulate both NNs within the two modes. More specifically, the effects of cognitive and social presence on the relationship among interaction and satisfaction were explored.
The results reveal that for text chat, cognitive presence is closely related to learning and satisfaction, whereas for video chat, the degree of social presence may be mitigated among Japanese participants, and peer interaction is a more influential predictor of student satisfaction and learning.