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This study investigates how bichronous learning – combining asynchronous L2 text-based discussions with synchronous L1 video discussions – affects knowledge construction and social interaction among adult EFL learners in an Open Distance Learning environment. Using the Interaction Analysis Model and Social Network Analysis, we examined 27 participants in a Taiwanese open university English Picture Book course to understand how temporal modalities and language choice shape cognitive engagement and social presence. Results revealed that asynchronous L2 discussions facilitated structured reflection but led to participation fatigue, while synchronous L1 discussions promoted immediacy and higher-order knowledge construction. Learners with extensive English exposure excelled in asynchronous L2 discussions, whereas some lower-engagement learners found greater comfort in synchronous L1 formats, though their participation remained limited. Focus group reflections highlighted how time constraints, language confidence, and discussion preferences shaped engagement patterns. Social network metrics showed that centrality in asynchronous discussions corresponded with higher knowledge construction phases, while synchronous L1 sessions fostered more cohesive interaction networks. These findings underscore the need for targeted scaffolding and flexible participation options in multilingual online environments, particularly for learners with limited L2 confidence or external commitments.
Ho et al. (Sun,) studied this question.