Abstract
This paper aims to explore how a veteran teacher organizes online teaching initiated by the pandemic and howshe deals with the problems in online teacher-student verbal interaction. By analyzing a corpus of 20 audio-recorded online lessons between a math teacher and her students during the COVID-19 pandemic from April 11 to May 10, 2022, four interactional segments are selected as the focus of the study. The results of the conversation analysis of the segments showed that students’ modesty, lack of confidence, lack of ability, and network delay are the main factors affecting online teacher-student interaction. By encouraging students to answer questions, enlightening students to give answers, enriching students’ answers, and entertaining the teaching atmosphere (“4Es” strategies), the teacher solved the problems successfully. The findings from this study can provide pedagogical experience and implications for practical teaching.
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