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Xie, Y. T., Xiao, Y. H., & Zhong, Y. Y. (2024). The Relationship between Preservice Early Childhood Educators’ Professional Identity and Online Self-Regulated Learning: A Study Based on the Theory of Communities of Inquiry. Journal of Shaanxi Xueqian Normal University, No. 9, 68-75.

has been cited by the following article:

• TITLE: Extending the Community of Inquiry Framework: Exploring the Roles of Agentic Engagement in Blended College English Learning

  AUTHORS: Fang Jin

  KEYWORDS: Agentic Engagement, College English Blended Learning, Social Presence, Cognitive Presence, Teaching Presence

  JOURNAL NAME: Open Journal of Social Sciences, Vol.13 No.4, April 25, 2025

  ABSTRACT: In today’s tech-driven education landscape, blended learning has become essential for college English courses. This study examines what really boosts student outcomes using the Community of Inquiry framework (which focuses on teaching presence, social connections, and critical thinking). Through data analysis with SPSS 26.0 and SmartPLS4, we found three key things: 1) How teachers’ structure lessons directly improve classroom interactions and deep learning, 2) Quality discussions amplify teaching’s impact on both peer relationships and understanding, and 3) Social connections serve as the vital bridge between teaching methods and cognitive growth. This study enhances the Community of Inquiry framework by revealing how student agency drives blended learning success. The findings give educators concrete evidence that empowering learners’ personal initiative optimizes classroom environments and boosts outcomes in college English courses.