<p>This mixed-methods study investigated the intersection of power, identity, and culture within a post-COVID-19 online English as a Foreign Language (EFL) learning community at the college level, focusing on 261 adult learners. Drawing upon critical pedagogy and existing literature on online learning and multiliteracies, the research explored how these factors influenced learners’ multiliteracies development and experiences in the digital landscape. The study addressed a gap in research by focusing on the interplay of these factors in a post-pandemic context. Quantitative data from an online survey were analyzed using descriptive statistics, correlations, and group comparisons. Qualitative data from semi-structured interviews (n = 26) and virtual ethnographies (n = 3) underwent thematic analysis, employing inductive and deductive coding followed by constant comparison. Findings revealed a complex interplay of opportunities and challenges. While learners valued the flexibility and intercultural exchange afforded by the online environment, concerns emerged regarding power dynamics, equitable access to technology and resources, and the negotiation of cultural identities. This study highlights the necessity for a critical pedagogical approach that prioritizes inclusivity, digital literacy development, and learner empowerment within online EFL learning communities. Implications suggest that fostering diverse communication methods, cultivating a supportive community culture, and actively bridging the digital divide are crucial for creating equitable and engaging online learning experiences.</p>