<![CDATA[The swift transition to online education has transformed EFL instruction. Although online learning platforms are gaining traction, their educational impact on Thai higher education remains largely unexplored. This study investigates how these platforms influence the learning experiences of international EFL students at a Thai public university. Through phenomenological case studies, the research delved into the experiences of five international undergraduates at this institution. Due to pandemic-related travel restrictions, full-time students were unable to attend campus classes. Semi-structured interviews and classroom observations were analyzed thematically. DingTalk served as the primary online learning platform, facilitating both synchronous and asynchronous education. The platform enabled flexible learning through continuous communication, swift access to educational resources, and interactive classroom participation. Participants also noted improvements in learning autonomy and accessibility. However, challenges included unreliable internet connections, reduced face-to-face interactions, communication barriers, and motivation issues in online teaching. The study found that the success of online learning platforms is influenced by pedagogical design, instructor support, and technological infrastructure. This study is among the first empirical investigations of DingTalk-supported EFL learning at a Thai public university. By discussing the advantages and disadvantages of online learning platforms in EFL education, the study contributes to the body of knowledge on technology-enhanced language learning. Future research should involve larger and more diverse samples to examine the long-term educational impact of online learning platforms across different educational contexts.]]>
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