Abstract
This qualitative study explored how English Companion Ning (ECN), an online community for English teachers, enhanced the professional learning of university English teachers in Pakistan. Six teachers, selected through purposeful sampling, participated in this study. Drawing on a community of practice framework, the following data were analyzed: in-depth interviews, guided tours of teachers’ interactions on the ECN, and ECN observations. The researchers employed grounded theory to analyze the data through initial, focused, and axial coding. Findings indicated that the Pakistani teachers learned with others in the supportive and collaborative environment of the ECN community. The aspect of legitimate peripheral participation in the ECN offered teachers an opportunity to observe, interact, and learn from more knowledgeable community members, which helped these teachers advance from peripheral towards full members of the ECN community. Implications for developing higher education systems are shared.