The global outbreak of COVID-19 substantially changed foreign language classrooms, from the design to the implementation of the lessons. Most of the L2 classes, originally designed for face-to-face (F2F) learning, switched to online classes during the pandemic. This article presents an example of a Korean class that was redesigned based on the community of inquiry (CoI) model due to the pandemic. I explored students’ learning success after they took part in an online course. Using cognitive, social, and teaching presence, I investigated their satisfaction with the course compared with the full F2F courses. The data were drawn from a CoI questionnaire, students’ reflections on their learning experiences, and a course satisfaction survey. The results showed that students could maintain a similar level of social and cognitive presence in the online class, but the online class exhibited a higher level of teaching presence. The students were generally satisfied with the online course in terms of the overall quality, the instructor’s responsiveness, and the classroom atmosphere. This study provides pedagogical implications, including specific classroom activities and assessment, to enhance learning success and satisfaction in foreign language courses delivered online

Keywords

community of inquiry · teaching presence · online learning · foreign language education · Korean as a foreign language