This study employed a mixed-methods design to investigate the experiences of ESL students during their English language learning interactions through the WhatsApp platform. The primary objective was to examine the presence of social, cognitive, and teaching presences in the WhatsApp interactions using the Community of Inquiry (CoI) model. A survey was administered to 349 undergraduate students in Malaysia to collect the quantitative data, which was then triangulated through interviews with 20 students. The interviews were categorized based on Braun and Clarke's reflective thematic analysis. The survey related to social presence indicates a strong interaction among students and a notable decrease in students' inclination for informal and humorous social interactions with their teachers. The findings related to teaching presence view instructors as actively engaging students in their learning process. However, they also pointed out that out less sharing of critical knowledge is taking place. On the other hand, the cognitive presence category was associated with the development of meaningful interaction The educational implications seek to provide guidance to educators and institutions on maximizing the utilization of WhatsApp, for the learning of English as a Second Language (ESL). This involves considering the social, cognitive, and teaching presences highlighted in the study.