Cameras on or off: unraveling social presence in Indonesian EFL learners’ writing engagement via videoconferencing

Purpose One of the most challenging aspects of videoconferencing sessions is deciding whether or not to turn on cameras. This phenomenon is influenced by various factors, including Indonesian cultural norms, anxiety levels and internet connectivity. This study uses social presence (SP) theory as a conceptual framework to investigate the role of SP in fostering engagement during videoconferencing in the Indonesian English as a foreign language (EFL) context and how SP contribute to Indonesian EFL learners’ writing engagement. Design/methodology/approach This study used a qualitative phenomenological approach to explore students’ lived experiences of SP during videoconferencing. Data were collected through observations, documents and semi-structured interviews with ten purposively selected Indonesian EFL undergraduates, then analyzed thematically. Findings SP fostered collaboration in scientific writing discussions by supporting peer interaction, feedback exchange, mutual respect and emotional comfort in videoconferencing. However, students also experienced tensions between appearing engaged and maintaining psychological well-being, highlighting the complex, culturally embedded nature of online interaction. Practical implications This study informs educators and online learning designers about the significance of considering collectivist cultural norms, such as respect and social harmony, when designing videoconferencing interactions. Approaches, such as optional camera use, safe small groups and respectful collaboration can foster students’ sense of belonging and engagement in online academic writing. Originality/value This study offers an original contribution by investigating the role of SP in promoting Indonesian EFL students’ writing engagement through videoconferencing, with a focus on Indonesian collectivist cultural norms that influence the decision to turn on or off the camera. The study focuses on the relationship between camera use, sense of belonging and writing engagement, as well as students’ anxiety and self-confidence.