This study compares the experiences of Japanese and Filipino EFL college students regarding their use of Synchronous CSCL, both in text chats and video chats. It attempts to determine the extent to which each mode of communication impacts learning and satisfaction and perceived social presence in learning English as a foreign language. LMS is employed to visualize learners' products within and across the two chat modes.The results indicated that learners with a higher sense of social presence perceived higher interaction and greater satisfaction. The evaluation of mutual understanding was also higher for learners in text groups, compared with those in video chat groups. Text-chat group members who felt more comfortable, learned to value other points of view, and had a sense of belonging increased social presence and promoted their communication. However, this finding suggests that within the same mode, the strength of perceived social presence may vary, depending on nationality.