The present study was prompted by the sudden appearance of the COVID-19 pandemic, which affected the education system as a whole. The virus did not spare learning English as a Second language (L2) and forced classes to go fully online. This transition imposed significant educational barriers, as interaction is essential for L2 developing. This study analyzes an online English course using Task-Based Learning mediated by a synchronous communication tool (Zoom). By using a model of community inquiry, we aim to investigate whether this technology-mediated learning environment affords a meaningful educational experience composed of three essential elements: cognitive presence, social presence, and teaching presence. Our study adopts a netnographic methodology adapting the ethnographic method to include the influence of online environments. Forty-two students from the Sul-rio-grandense Federal Institute of Education and Technology - Campus Pelotas from different technical and undergraduate programs answered an online Community of Inquiry questionnaire after participating in the online classes. Findings suggest that Technology-mediated Task-Based Learning affords the emergence of a relevant educational experience, helping students develop English as an L2 and presenting the potential to influence future pedagogical practices. Our results also suggest that this particular learning experience helped students to keep cognitively active during social isolation. Using a synchronous communication tool enhanced the learning process and learner’s agency, affording meaningful interaction and aiding students in navigating the difficult moment imposed by the COVID-19 pandemic.
