Effects of EFL Students' Interaction on Their Subjective Learning Performance in UNIPUS-LMS Facilitated College English Learning

This study explores the impact of four types of student interaction—learner-content, learner-learner, learner-instructor, and learner-technology—on EFL learners' subjective learning performance in a blended College English course supported by the UNIPUS LMS. Grounded in the Community of Inquiry (CoI) framework and social constructivist theory, the research adopts a mixed-methods design, combining quantitative data from 504 EFL student questionnaires with qualitative data from classroom observations. Multiple regression analysis revealed that all four interaction types significantly predicted students' perceived learning outcomes, accounting for 46% of the variance. Learner-content interaction (β = 0.317) was the strongest predictor, followed by learner-learner (β = 0.213), learner-instructor (β = 0.194), and learner-technology (β = 0.115) interactions. Thematic analysis of classroom observations further illustrated how content engagement promoted language mastery, peer collaboration enhanced motivation and understanding, and instructor support boosted learner confidence and accountability. Technology, while a less influential predictor, enabled meaningful interaction when supported by instructional guidance and digital readiness. These findings underscore the critical role of cognitive, social, and teaching presence in blended EFL contexts and highlight the need for intentional instructional design. The study concludes that interaction is central to learning in technology-enhanced environments and that pedagogical strategies should balance content delivery, peer collaboration, and responsive teaching support.