Comfort-driven online learning: a case study

The current study employed a qualitative research design to explore learners’ comfort levels in an online English learning environment using data from Reddit comments. Fifty publicly available comments were collected from five relevant Reddit discussion threads over a 6-month period, from October 2025 to March 2026. Keywords such as “learning English online,” “online learning experience," “flexibility," "communication,” and “challenges” were used to select relevant threads. Comments were selected according to thread relevance and content rather than publication date due to the lack of availability of post dates. The data were analyzed using thematic analysis, starting with familiarization, coding, theme development, refinement, and interpretation. The analysis focused on learners’ comfort, discomfort, perceived support, and challenges in online English learning. Findings indicate that learners’ comfort in online English learning is shaped by a mix of flexibility, structure, social interaction, and instructional presence. Many commenters valued the ability to study at their own pace, review lessons, and adapt learning to work or caregiving responsibilities. However, others reported reduced engagement, weaker retention, and feelings of isolation when interaction and feedback were limited. Comfort increased when learners noticed progress, received prompt instructor feedback, and experienced visible teacher presence. Conversely, discomfort was linked to repetitive tasks, unclear course organization, poor responsiveness, distraction, prolonged screen time, and lack of commitment. These findings are of some importance to stakeholders as they highlight the importance of instructional design and teacher presence in promoting learner comfort, engagement, and progress in online English learning environments.

English language learning, online learning, learner comfort, qualitative research, thematic analysis

1. Abid, H., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 [Google Scholar] [Crossref]

2. Al-Habaibeh, A., Watkins, M., Waried, K., & Bathaei Javareshk, M. (2021). Challenges and opportunities of remotely working from home during COVID-19 pandemic. Global Transitions, 3, 99–108. https://doi.org/10.1016/j.glt.2021.11.001 [Google Scholar] [Crossref]

3. Anderson D, Kelliher C (2020), "Enforced remote working and the work-life interface during lockdown". Gender in Management: An International Journal, Vol. 35 No. 7-8 pp. 677–683, doi: https://doi.org/10.1108/GM-07-2020-0224 [Google Scholar] [Crossref]

4. Ayachi, Z. (2024). Platform-driven English language learning: A review of the literature. International Journal of Research, 11(8), 40–62. https://doi.org/10.5281/zenodo.13172335 [Google Scholar] [Crossref]

5. Ayachi, Z., Jallouli, R. (2021). Virtual Communities and Wellbeing: A Systematic Literature Review and Recommendations for Future Research. In: Jallouli, R., Bach Tobji, M.A., Mcheick, H., Piho, G. (eds) Digital Economy. Emerging Technologies and Business [Google Scholar] [Crossref]

6. Bączek, M., Zagańczyk‑Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska‑Kapłon, B. (2021). Students’ perception of online learning during the COVID‑19 pandemic: A survey study of Polish medical students. Medicine (Baltimore), 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821 [Google Scholar] [Crossref]

7. Buddha, H.; Shuib, L.; Idris; N.; Eke, C. I. (2024). "Technology-Assisted Language Learning Systems: A Systematic Literature Review," in IEEE Access, 12: 33449-33472. doi: 10.1109/ACCESS.2024.3366663 . [Google Scholar] [Crossref]

8. Charalampous M., Grant C.A., Tramontano C., Michailidis E. (2019). Systematically reviewing remote e-workers’ well-being at work: A multidimensional approach. Eur. J. Work Organ. Psychol. 2019;28:51–73. https://doi.org/10.1080/1359432X.2018.1541886 [Google Scholar] [Crossref]

9. Chauncey, S. A.; McKenna, H. P. (2023). A framework and exemplars for ethical and responsible use of AI Chatbot technology to support teaching and learning, Computers and Education: Artificial Intelligence, 5, 100182, https://doi.org/10.1016/j.caeai.2023.100182 [Google Scholar] [Crossref]

10. Churchman, A., Hemmings, B. J., & Basu, A. (2024). The impact of online interactions on students’ wellbeing during lockdown. Cogent Psychology, 11(1). https://doi.org/10.1080/23311908.2024.2371025 [Google Scholar] [Crossref]

11. Collins, A.M., Hislop, D. and Cartwright, S. (2016), Social support in the workplace between teleworkers, office-based colleagues and supervisors. New Technology, Work and Employment, 31: 161-175. https://doi.org/10.1111/ntwe.12065 [Google Scholar] [Crossref]

12. Culduz, M. (2024). Benefits and Challenges of E-Learning, Online Education, and Distance Learning. In book: Incorporating the Human Element in Online Teaching and Learning. DOI:10.4018/979-8-3693-4131-5.ch001 [Google Scholar] [Crossref]

13. Devi, K. A., & Singh, S. K. (2023). The hazards of excessive screen time: Impacts on physical health, mental health, and overall well‑being. Journal of Education and Health Promotion, 12, 413. https://doi.org/10.4103/jehp.jehp_447_23 [Google Scholar] [Crossref]

14. Douwes, R., Metselaar, J., Pijnenborg, G. H. M., Boonstra, N. (2023). Well-being of students in higher education: The importance of a student perspective. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2190697 [Google Scholar] [Crossref]

15. Dow, M. J.; Long, S. B.; Ptacek, C. (2024). Cognitive Consequences of Social Presence in Online Asynchronous Learning: A Grounded Theory Study. Journal of Education for Library and Information Science 66(1). DOI: 10.3138/jelis-2024-0024 [Google Scholar] [Crossref]

16. Easterbrook, M. J., Doyle, L., Grozev, V. H., Kosakowska-Berezecka, N., Harris, P. R., & Phalet, K. (2023). Socioeconomic and gender inequalities in home learning during the COVID-19 pandemic: examining the roles of the home environment, parent supervision, and educational provisions. Educational and Developmental Psychologist, 40(1), 27–39. https://doi.org/10.1080/20590776.2021.2014281 [Google Scholar] [Crossref]

17. Ericsson, E.; Johansson, S. (2023). English speaking practice with conversational AI: Lower secondary students' educational experiences over time, Computers and Education: Artificial Intelligence, 5, 100164, https://doi.org/10.1016/j.caeai.2023.100164 . [Google Scholar] [Crossref]

18. Fawaz, M., & Samaha, A. (2021). E‐learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID‐19 quarantine. Nursing Forum (Hillsdale) , 56(1), 52–57. https://doi.org/10.1111/nuf.12521 [Google Scholar] [Crossref]

19. Ferrara, B., Pansini, M., De Vincenzi, C., Buonomo, I., & Benevene, P. (2022). Investigating the role of remote working on employees' performance and well‑being: An evidence‑based systematic review. International Journal of Environmental Research and Public Health, 19(19), 12373. https://doi.org/10.3390/ijerph191912373 [Google Scholar] [Crossref]

20. Gazzaley, A., & Rosen, L. D. (2016). The distracted mind: Ancient brains in a high-tech world. Mit PressInnovation. ICDEc 2021. Lecture Notes in Business Information Processing, vol 431. Springer, Cham. https://doi.org/10.1007/978-3-030-92909-1_5 [Google Scholar] [Crossref]

21. Haverkamp, Y., Bråten, I., Latini, N., & Strømsø, H. I. (2024). Effects of media multitasking on the processing and comprehension of multiple documents: Does main idea summarization make a difference? Contemporary Educational Psychology, 77. https://doi.org/10.1016/j.cedpsych.2024.102271 [Google Scholar] [Crossref]

22. Hollister. B.; Nair, P; Hill-Lindsay, S; Chukoskie, L. (2022) Engagement in Online Learning: Student Attitudes and Behavior During COVID-19. Front. Educ. 7:851019. doi: 10.3389/feduc.2022.851019 [Google Scholar] [Crossref]

23. Howe, D. C., Chauhan, R. S., Soderberg, A. T., & Buckley, M. R. (2021). Paradigm shifts caused by the COVID-19 pandemic. Organizational Dynamics, 50(4), 100804. https://doi.org/10.1016/j.orgdyn.2020.100804 [Google Scholar] [Crossref]

24. Hrastinski, S., Paul, E., & Åkerfeldt, A. (2025). Temporal-spatial and pedagogical flexibility in distance education. Distance Education, 46(3), 435–451. https://doi.org/10.1080/01587919.2024.2380370 [Google Scholar] [Crossref]

25. Husky, M. M.; Kovess-Masfety, V.; Swendsen, J. D.. (2020). Stress and anxiety among university students in France during Covid-19 mandatory confinement. Compr. Psychiatr., 102, Article 152191, 10.1016/j.comppsych.2020.152191 [Google Scholar] [Crossref]

26. Kentnor, H. E. (2015). Distance Education and the Evolution of Online Learning in the United States. Curriculum and Teaching Dialogue, Vol. 17, Nos. 1 & 2. [Google Scholar] [Crossref]

27. Ketebayeva. E.; Kassymova, G. K.; Ponniah, K.; Makhmut, A. (2024). Impact of online language learning on psychological well-being. Conference: Materials of International Scientific-Practical Internet Conference “Challenges of Science” At: Kazakhstan. DOI: 10.31643/2024.02 [Google Scholar] [Crossref]

28. Kic-Drgas, J., Kılıçkaya, F. (2024). Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10374-w [Google Scholar] [Crossref]

29. Kim, J., & Kim, V. (2024). Unraveling the connections: English proficiency, motivational orientations, and online community engagement among ESP students. English Teaching, 79(1): 25-48. [Google Scholar] [Crossref]

30. Le, V.H.; McConney, A.; Maor, D. (2024). Social networking sites as affordable tools for high-potential personal learning networks: the case of teachers as learners in Vietnam. Educ Res Policy Prac . https://doi.org/10.1007/s10671-024-09369-4 [Google Scholar] [Crossref]

31. Lemay, D. J.; Bazelais, P.; Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, Volume 4, 100130, https://doi.org/10.1016/j.chbr.2021.100130 [Google Scholar] [Crossref]

32. Liang, Y., & Ren, L. (2025). A study of the impact of social presence on college students' learning satisfaction in online learning contexts: A chain‑mediated model. BMC Psychology, 13(1), 1123. https://doi.org/10.1186/s40359-025-03386-5 . [Google Scholar] [Crossref]

33. Liu, Y., & Gu, X. (2020). Media multitasking, attention, and comprehension: A deep investigation into fragmented reading. Educational Technology Research and Development, 68(1), 67–87. https://doi.org/10.1007/s11423-019-09667-2 [Google Scholar] [Crossref]

34. Maksum, A; Marini, A.; , KurniantiE., M; Chen, Y. , Safitri, D. Dewiyani, L.; , Zahari, M., Julia, V.; Saputro, R. H., Muharrani,N. P. Marfu, A. (2025). Social presence in digital classrooms: Fostering collaboration and peer interaction in primary education. Social Sciences & Humanities Open, Volume 12, 2025, 101795,ISSN 2590-2911,https://doi.org/10.1016/j.ssaho.2025.101795. [Google Scholar] [Crossref]

35. Mamatha, K.; Thoti, K. K. (2023). The Effects of Working Remotely on Employee Productivity and Work-Life Balance. Journal Of Advanced Zoology 44(S6):1304-1313 DOI: 10.17762/jaz.v44iS6.2442 [Google Scholar] [Crossref]

36. Meng, T.; Faizan, A.; Baofang, Q. et al. (2023). Roles of platform quality, platform satisfaction, and intrinsic motivation toward English learning: Perspective from online platforms. Educ Inf Technol.https://doi.org/10.1007/s10639-023-12258-7 [Google Scholar] [Crossref]

37. Mohd Safri1, S.; , Salleh, M. A. A., Salleh, M. S.(2024) A Study on Remote Working of Employee Motivation and Productivity. International Journal of Academic Research in Business and Social Sciences. Vol 14, Issue 8, http://dx.doi.org/10.6007/IJARBSS/v14-i8/21645 [Google Scholar] [Crossref]

38. Monazam-Tabrizi, N.; Kurt, Y.: il-Kuk Kang W. . (2026). Navigating learning disruptions: The role of digital learning platforms in student motivation, feedback and emotion, Computers & Education, Volume 246, 2026, 105534, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2025.105534 . [Google Scholar] [Crossref]

39. Nagesh, KC.; Siva Murugan, K.. (2025). The Impact Of Online Learning on Social, and Psychological Communication South Eastern European Journal of Public Health. . Volume XXVI DOI: 10.70135/seejph.vi.6193 [Google Scholar] [Crossref]

40. Nguyen, T. T. T (2024). Using Flipgrid Videos to Enhance Speaking and Presenting in English for Non-Native Learners. International Journal of Engineering Pedagogy, 14(2): 100. doi: 10.3991/ijep.v14i2.43813 [Google Scholar] [Crossref]

41. Perrmann‑Graham, J., Peat, D. M., Christensen‑Salem, A., & Walumbwa, F. O. (2025). The evolution of online learning and engagement in management education during disruption: A paradoxical view. The International Journal of Management Education, 23(2), Article 101190. https://doi.org/10.1016/j.ijme.2025.101190 [Google Scholar] [Crossref]

42. Perryman, J., Leaton Gray, S., Hargreaves, E., & Saville, K. (2024). ‘Feeling Overwhelmed’: Pedagogy and professionalism in a pandemic. Pedagogy, Culture & Society, 32(3), 795–814. https://doi.org/10.1080/14681366.2022.2133157 [Google Scholar] [Crossref]

43. Rabby SM, Akhi AA, Talukder MS, Das S (2025), "How does limited student engagement in virtual classrooms affect students’ academic performance? A stressor–strain–outcome perspective". On the Horizon, Vol. 33 No. 3 pp. 357–377, doi: https://doi.org/10.1108/OTH-02-2025-0017 [Google Scholar] [Crossref]

44. Roque-Hernández,R. V.; López-Mendoza, A. Salazar-Hernandez, R. (2024). Perceived instructor presence, interactive tools, student engagement, and satisfaction in hybrid education post-COVID-19 lockdown in Mexico, Heliyon, Volume 10, Issue 6, 2024, e27342, ISSN 2405-8440, https://doi.org/10.1016/j.heliyon.2024.e27342 [Google Scholar] [Crossref]

45. Sharif Nia, H., Marôco, J., She, L., Khoshnavay Fomani, F., Rahmatpour, P., Stepanovic Ilic, I., Mohammad Ibrahim, M., Muhammad Ibrahim, F., Narula, S., Esposito, G., Gorgulu, O., Naghavi, N., Pahlevan Sharif, S., Allen, K. A., Kaveh, O., & Reardon, J. (2023). Student satisfaction and academic efficacy during online learning with the mediating effect of student engagement: A multi-country study. PLoS ONE, 18(10), e0285315. https://doi.org/10.1371/journal.pone.0285315 [Google Scholar] [Crossref]

46. Siddiqui, A. A., Zain Ul Abideen, M., Fatima, S., Talal Khan, M., Gillani, S. W., Alrefai, Z. A., Waqar Hussain, M., & Rathore, H. A. (2024). Students' perception of online versus face-to-face learning: What do the healthcare teachers have to know? Cureus, 16(2), e54217. https://doi.org/10.7759/cureus.54217 . [Google Scholar] [Crossref]

47. Stavnezer, A. J., & Lom, B. (2019). Student-led recaps and retrieval practice: A simple classroom activity emphasizing effective learning strategies. Journal of Undergraduate Neuroscience Education, 18(1), A1–A14. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6973304/ [Google Scholar] [Crossref]

48. Su, Y.; Xu, X.: Zhang, Y. et al. (2024). Looking back to move forward: comparison of instructors’ and undergraduates’ retrospection on the effectiveness of online learning using the nine-outcome influencing factors. Humanit Soc Sci Commun 11(594). . https://doi.org/10.1057/s41599-024-03097-z [Google Scholar] [Crossref]

49. Tomás, J. M., Gutiérrez, M. y Alberola, S. (2023). Social support, self-efficacy and academic satisfaction of university students during the COVID-19 lockdown. Estudios sobre Educación, 44, 59-80. https://doi.org/10.15581/004.44.003 [Google Scholar] [Crossref]

50. Tosto, S. A., Alyahya, J., Espinoza, V., McCarthy, K., & Tcherni‑Buzzeo, M. (2023). Online learning in the wake of the COVID‑19 pandemic: Mixed methods analysis of student views by demographic group. Social Sciences & Humanities Open, 8(1), 100598. https://doi.org/10.1016/j.ssaho.2023.100598 . [Google Scholar] [Crossref]

51. Totanan. C. (2022). Are Google Classroom, Zoom, and WhatsApp effective for accounting students during the COVID-19 pandemic? Journal of Education for Business, 97 (8) (2022), pp. 555-561, 10.1080/08832323.2021.2023853 [Google Scholar] [Crossref]

52. Wang. Y., Yasmin, F.; Akbar. A. (2023) Impact of the internet on English language learning among university students: mediating role of academic self-efficacy. Front. Psychol. 14:1184185. doi: 10.3389/fpsyg.2023.1184185 [Google Scholar] [Crossref]

53. Wang, C. (2022). Comprehensively summarizing what distracts students from online learning: A literature review. Human Behavior and Emerging Technologies, Article 1483531, 15 pages. https://doi.org/10.1155/2022/1483531 [Google Scholar] [Crossref]

54. Xia, L., Wang, L., & Huang, C. (2024). Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning. European Journal of Investigation in Health, Psychology and Education, 14(9), 2580-2597. https://doi.org/10.3390/ejihpe14090170 [Google Scholar] [Crossref]

55. Xiao, Y., Liu, X., & Zhu, Y. (2024). Disentangling the mechanism of student engagement in online language classrooms from the perspective of Community of Inquiry. Heliyon, 10(11), e31934. https://doi.org/10.1016/j.heliyon.2024.e31934 [Google Scholar] [Crossref]

56. Yu, R. and Cai, X. (2022) Impact of Immediacy of Feedback on Continuous Intentions to Use Online Learning From the Student Perspective. Front. Psychol. 13:865680. https://doi.org/10.3389/fpsyg.2022.865680 [Google Scholar] [Crossref]

57. Zeng, H., & Luo, J. (2024). Effectiveness of synchronous and asynchronous online learning: a meta-analysis. Interactive Learning Environments, 32(8), 4297–4313. https://doi.org/10.1080/10494820.2023.2197953 [Google Scholar] [Crossref]

58. Zhai, C.; Wibowo, S. (2023). A systematic review on artificial intelligence dialogue systems for enhancing English as foreign language students’ interactional competence in the university, Computers and Education: Artificial Intelligence, 4(100134). https://doi.org/10.1016/j.caeai.2023.100134 . [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study