International Journal of Educational Research & Social Sciences ISSN: 2774-5406 https://ijersc.org 160 Scrunitizing Social Presence Of In-Service EFL Teachers’ Instruction In The Enactment Of Blended Learning Nasrullah Nasrullah 1* , Elsa Rosalina 2 , Nanik Mariani 3 , Annisa Rezma Sari 4 , Mutiara Alfisah 5 , Nida Rahmadina 6 , Nor Ainah 7 1,2,3,4,5,6,7 Teacher Training and Education Faculty, Universitas Lambung Mangkurat Kalimantan Selatan, Indonesia * Corresponding Author: Email: nasrullah01@ulm.ac.id Abstract. Technology utilization learning is gaining popularity especially when online learning is conducted during and after the worldwide pandemic. Many studies have examined blended learning as an effort to integrate online learning and face-to-face learning which has an impact on increasing student engagement, improving learning outcomes, and providing a more flexible and personalized educational experience. However, the results of previous research also reported that the application of online learning has minimal interaction, thus leading to less meaningful learning. To respond to these problems, this study aims to investigate perceptions about the application of social presence in English teaching in the implementation of blended learning. The results of this study show that quantitatively English teachers have applied 3 important aspects of social presence, of which 59.82% agreed with teaching activities based on affective categories. Followed by the second position, which strongly agrees with 39.50% and disagrees with the application as much as 0.69%. In the Open Communication category, as many as 62.37% of English teachers also agreed with the implementation of this activity, 34.72% strongly agreed, and as many as 3% expressed disapproval. Meanwhile, on the concept of group cohesion, as many as 64.63% agreed, and 35.37% strongly agreed with this concept. Keywords: Social presence, blended learning and English language teaching. I. INTRODUCTION Blended learning is an educational approach that combines traditional face-to-face instruction with online learning activities [1], [2]. While blended learning offers numerous benefits, there can be misperceptions among those who are unfamiliar with the concept of the Community of Inquiry (CoI) framework and its role in the implementation of blended learning [3], [4]. People who are not familiar with this framework may underestimate the significance of these elements and overlook their integration into the design of blended learning courses.Blended learning is often associated with the use of technology, which can lead to the misconception that it solely focuses on online activities or e-learning platforms [5], [6]. However, the essence of blended learning lies in the intentional integration of face-to-face and online components to enhance learning experiences. Failure to recognize this may result in an incomplete or unbalanced implementation of blended learning.Some individuals may assume that blended learning diminishes the importance of face-to- face interactions and instructor-led activities. However, the goal of blended learning is to leverage the benefits of both online and face-to-face modalities to create a holistic learning environment [7], [8]. Face-to-face interactions can foster social connections, provide immediate feedback, and facilitate collaborative activities that may not be easily replicated in an online-only setting [9].The lack of interaction in online learning is a recognized challenge that can impact students' engagement, motivation, and learning outcomes. Several studies have examined this phenomenon and explored factors contributing to the lack of interaction in online learning [10]–[12]. Shen et al., (2014) examined learners' preferences for different types of interaction in self-paced online courses. It identified three categories of interaction: learner-content, learner-instructor, and learner-learner. The findings revealed that learners valued all three types of interaction, with a slight preference for learner-instructor interaction. The report emphasizes the importance of designing online courses that provide multiple avenues for interaction to meet diverse learner preferences.In addition, Almasi & Zhu (2018) focused on students' perceptions of social presence, which refers to the degree to which learners