Empirical analysis of teacher-student interaction patterns in synchronous online learning: Teaching English as a Foreign Language in Vietnam.
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| Title: | Empirical analysis of teacher-student interaction patterns in synchronous online learning: Teaching English as a Foreign Language in Vietnam. |
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| Authors: | Hong, Van Dao Thi1,2 van.dao@postgrad.otago.ac.nz, Ling Koh, Joyce Hwee3, Daniel, Ben Kei4 |
| Source: | Research & Practice in Technology Enhanced Learning. 2026, Vol. 21, p1-22. 22p. |
| Subject Terms: | *English as a foreign language, *Teacher-student communication, *Higher education, *Distance education, *Second language acquisition, Communication patterns, Videoconferencing |
| Geographic Terms: | Vietnam |
| Abstract: | Synchronous online learning (SOL) is becoming a common learning modality among students in higher education. However, concerns remain about student loneliness, stress, anxiety, and social isolation arising from reduced face-to-face interaction. Students' language learning often depends on teacher-student interaction, an important element of language acquisition. While studies examine interaction types and their frequencies, how these occur in SOL needs more focus. This exploratory study explored various interaction patterns between a university teacher and students in an online English class delivered through Microsoft Teams. Interaction transcript data were extracted from fourteen SOL sessions and analyzed using Content and Thematic Analyses. The findings reveal five interaction patterns: Moving along, Coaxing, Degrading, Demanding, and Polling. Data were further analyzed for prevalence and frequencies. Moving along was the most prominent pattern observed in the data. In this pattern, the teacher tends to progress the learning activities after observing students performing satisfactorily on a given task. Coaxing was the second frequently observed pattern. It entails the teacher encouraging interaction among students when they sense students are delaying their response to particular activities, stimulating in-depth discussion. Degrading and Demanding were the least common patterns to students' unsatisfactory responses. Polling interaction patterns occurred fairly often when students were given time and space to respond to the teacher's query, intended to improve engagement. The study provides a generic and practical view of interaction patterns in SOL and implications for teaching and learning in SOL environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192754596 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Empirical analysis of teacher-student interaction patterns in synchronous online learning: Teaching English as a Foreign Language in Vietnam. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hong%2C+Van+Dao+Thi%22">Hong, Van Dao Thi</searchLink><relatesTo>1,2</relatesTo><i> van.dao@postgrad.otago.ac.nz</i><br /><searchLink fieldCode="AR" term="%22Ling+Koh%2C+Joyce+Hwee%22">Ling Koh, Joyce Hwee</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Daniel%2C+Ben+Kei%22">Daniel, Ben Kei</searchLink><relatesTo>4</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Research+%26+Practice+in+Technology+Enhanced+Learning%22">Research & Practice in Technology Enhanced Learning</searchLink>. 2026, Vol. 21, p1-22. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Distance+education%22">Distance education</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+patterns%22">Communication patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Synchronous online learning (SOL) is becoming a common learning modality among students in higher education. However, concerns remain about student loneliness, stress, anxiety, and social isolation arising from reduced face-to-face interaction. Students' language learning often depends on teacher-student interaction, an important element of language acquisition. While studies examine interaction types and their frequencies, how these occur in SOL needs more focus. This exploratory study explored various interaction patterns between a university teacher and students in an online English class delivered through Microsoft Teams. Interaction transcript data were extracted from fourteen SOL sessions and analyzed using Content and Thematic Analyses. The findings reveal five interaction patterns: Moving along, Coaxing, Degrading, Demanding, and Polling. Data were further analyzed for prevalence and frequencies. Moving along was the most prominent pattern observed in the data. In this pattern, the teacher tends to progress the learning activities after observing students performing satisfactorily on a given task. Coaxing was the second frequently observed pattern. It entails the teacher encouraging interaction among students when they sense students are delaying their response to particular activities, stimulating in-depth discussion. Degrading and Demanding were the least common patterns to students' unsatisfactory responses. Polling interaction patterns occurred fairly often when students were given time and space to respond to the teacher's query, intended to improve engagement. The study provides a generic and practical view of interaction patterns in SOL and implications for teaching and learning in SOL environments. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Research & Practice in Technology Enhanced Learning is the property of Asia-Pacific Society for Computers in Education (APSCE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.58459/rptel.2026.21018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1 Subjects: – SubjectFull: English as a foreign language Type: general – SubjectFull: Teacher-student communication Type: general – SubjectFull: Higher education Type: general – SubjectFull: Distance education Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Communication patterns Type: general – SubjectFull: Videoconferencing Type: general – SubjectFull: Vietnam Type: general Titles: – TitleFull: Empirical analysis of teacher-student interaction patterns in synchronous online learning: Teaching English as a Foreign Language in Vietnam. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hong, Van Dao Thi – PersonEntity: Name: NameFull: Ling Koh, Joyce Hwee – PersonEntity: Name: NameFull: Daniel, Ben Kei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 17932068 Numbering: – Type: volume Value: 21 Titles: – TitleFull: Research & Practice in Technology Enhanced Learning Type: main |
| ResultId | 1 |
