The study explored teacher-student interactions in online English classes in China, aiming to identify ways to improve these interactions. Data were collected through 180 minutes of unstructured observations in two online English classes. The study found that the frequency of interactions varied among teachers. After analysing the data with a language socialisation theory, the study revealed the factors that affected teacher-student interactions in online English classes in China: firstly, the concept of an equal teacher-student relationship is the precondition of teacher-student interactions; secondly, paying attention to both language acquisition and culture acquisition is the foundation of teacher-student interactions; thirdly, a good English acquisition context is one of the critical elements of conducting teacher-student interactions. The study delivered suggestions to promote teacher-student interactions based on English education in China. As there are many similarities in the English education policy and pedagogy between countries in Asia, the findings of the current study can be referenced by other Asian countries as well.

Prof. Chunlin Yao obtained his PhD in Linguistics from the Minzu University of China, and finished his MSc and BA from Hebei Polytech University, China and Hebei Normal University, China, respectively. He worked at the Chinese Academy of Social Sciences and the University of Adelaide as a postdoctoral research fellow from July 2011 to May 2015. From July 2022 to July 2023 he was an international visiting professor at the University of Northern Colorado. Prof. Chunlin Yao’s research contributes to two areas of the linguistics: Sociolinguistics and language education. In the study of Sociolinguistics issues, he has contributed to the empirical study of language life and language vitality in modern China, on which the Chinese governments enact or adapt the linguistic politics, and linguists can discuss the way to protect endangered languages. In the second research area he has studied on the influences of a blended learning environment on college students’ language acquisition and summarized the ways in which a blended learning environment can improve college students’ language acquisition. On these research areas he has published ten books and around 100 research papers in diverse internationally referred journals (including SCI, SSCI, and EI).