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This study was conducted to explore the effect of computer-mediated communication tools in online setting on Iranian EFL learners’ teaching, social and cognitive existence. The population of the study included 60 English Language Teaching students (B.A) of Zanjan Islamic Azad University using convenient sampling method. Experimental group included half of the participants (n=30) and other half of the participants (n=30) was assigned to control group. As a pretest, participants were asked to fill in the Community of Inquiry (CoI) questionnaire in both experimental and control groups. The learners in the experimental group were taught through electronic mail and chat and the assignments and homework were sent to the learners by E-mail. The teachers asked the learners to answer the questions and send the fulfilled assignments in the telegram group. The learners in the control group were taught conventionally. After the treatment, the questionnaire was re-administered among the learners in the both groups as posttest. The learners who received synchronous online communication tools, compared to the respondents who received no treatment, gained higher mean scores on social, teaching and cognitive presence. The findings of the present study can have implications for ESL/EFL contexts from several aspects.