Resumen en español

The immersion in an unforeseen mode of acquiring knowledge for traditional learners and professors during pandemic covid-19 released several obstacles. In this sense, learner-content, learner-learner, learner-teacher and learner-interface interactions became so reluctant in online classes that provoked an awkward ambiance. The purpose of this qualitative exploratory case study was to describe the characteristics of a synchronous e-lesson should contain to promote interaction in fifth EFL students. This research study used a theoretical framework to describe the most important constructs covered; online interaction, e-learning and online lesson plan. The sample for this study was one fifth semester professor from an EFL program, as well as 5 fifth semester students. As there are several means to collect data, the researcher applied interviews based on needs analysis. The study employed thematic analysis and a total of 10 sub-themes emerged from four main pre-stablished themes which are; Learner-content, Learner-teacher, Learner-learner and Learner-interface interaction. These subthemes were organized in the ensuing fashion: Learner-content Interaction; engaging topics, visual support, contextualization and load management, Learner-teacher Interaction; teacher-student rapport, methodological activities, Learner-learner Interaction; teamwork and respectful and enthusiastic attitude, Learner-interface Interaction; video-conferencing platforms and tools of preference.