This study used the Community of Inquiry (CoI) framework to provide a collaborative experience for students from marginalised communities in a large enrollment module in South Africa. The CoI framework consists of three elements including the social, cognitive, and teaching presences. This study focused on the teaching presence element, along with the seven principles in the CoI framework, which involve design and organisation, facilitation, and direct instruction. The study context was one large English language application course, which enrols over 1,200 students who speak English as an additional language at an open distance e-learning university in South Africa. The research used a self-study approach, and the course was designed over a few months to accommodate students and create collaboration amongst them. The findings revealed that the course structure engaged students, provided personal introductions and goal-setting opportunities, and incorporated motivational content, which increased student engagement and collaboration. Communication in the course was facilitated through familiar social media channels to provide alternative content modes, which further supported student learning. Direct instruction, which involved explicit assignment support and feedback, was crucial to ensure students achieved the learning outcomes. The findings of this study highlight the significance of the CoI framework and its seven principles to creating a collaborative and engaging learning context in large-enrollment courses.