Online Teaching and Learning: Reconceptualising Classroom Interaction

DOI

10.2991/978-2-38476-579-9_15How to use a DOI?

Keywords

Online Interaction; Reconceptualisation; Digital Competencies

Abstract

The shift to online learning during the COVID-19 pandemic transformed traditional classroom dynamics, especially classroom interaction—an essential component of second language learning. However, limited research has examined how English language educators conceptualise and promote interaction in fully online synchronous environments. This study investigates educators’ perceptions of online classroom interaction, the strategies they employ to foster engagement, and the challenges encountered in virtual English language teaching. Data were collected through a 90-minute online focus group involving three English language educators from two Malaysian higher learning institutions. The discussion focused on their experiences with teacher-student and student-student interaction in synchronous online classes. Findings reveal that online classroom interaction differs markedly from physical classroom interaction. Participation commonly shifts from oral to written modes through chat functions and digital tools. While some learners demonstrated increased confidence online, others remained passive, relying on anonymity, avoiding oral responses, or citing technical issues. Educators used various strategies—including direct questioning, leading prompts, interactive applications, breakout rooms, informal communication, and selective L1 use—to encourage interaction. Student-student interaction occurred more frequently and more naturally in breakout rooms when instructors were absent. Effective online classroom interaction needs to be reconceptualised to include digital competencies, multiple modes of interaction, and supportive environments that reduce anxiety. The study highlights the need for innovative pedagogical approaches that promote meaningful online engagement, particularly in oral communication.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Fazita Md Tab
AU  - Mimi Nahariah Azwani Mohamed
AU  - Elizabeth M. Anthony
AU  - Muhammad Zaki Yahaya
AU  - Shakina Shahlee
PY  - 2026
DA  - 2026/05/21
TI  - Online Teaching and Learning: Reconceptualising Classroom Interaction
BT  - Proceedings of the 7th International Conference on Education and Social Sciences (ICESS 2025)
PB  - Atlantis Press
SP  - 181
EP  - 193
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-579-9_15
DO  - 10.2991/978-2-38476-579-9_15
ID  - Tab2026
ER  -