Herrera Naranjo, SolBohorquez Rodriguez, Deimer David2023-02-162023-02-162023-02-14https://repositorio.unicordoba.edu.co/handle/ucordoba/7114During Covid-19, teachers experienced drastic changes in their teaching methodologies which posed new challenges for the teaching and learning processes, particularly at the time of promoting interaction. During in-person classes teachers used a variety of means and strategies to promote interaction and keep students enrolled, focused and motivated to participate during the activities. Teachers changed this daily practice due to Covid 19 to synchronous and asynchronous teaching processes. Studies on this area demonstrated how teachers promoted online interaction using forums, public debates and interaction activities mostly mediated through platforms and through asynchronous modes (Guo et al., 2018; Beffa-Negrini, 2002). However, little is known about how teachers modified their teaching to respond to oral online interaction in times of Covid-19. This case study aims at characterizing three EFL teachers´ teaching practices to promote oral online interaction during synchronous classes and their implications for teaching and learning. Data was collected through class observations, interviews and document analysis which revealed how teachers engaged in this challenging experience. Findings showed that teachers mainly used online video conferencing platforms such as zoom, and meets to develop their online classes. They enrolled teaching practices such as IMAGE model, realia, games, direct questions among others to promote oral online interaction. Reading and listening web-based activities were integrated to promote discussion. The results also showed the main implications in teaching and learning during Covid 19.1. Introduction 12. Theoretical Framework 52.1 Conceptual Framework 52.1.2. Types of Interactions 72.1.2.1 Learner-Content Interaction 82.3 Synchronous Oral Online Processes 132.4 Social Media Applications 153. Literature Review 173.1 Promoting Students’ Oral Interaction During Online Classes 173.2 Teaching During the Period of the Covid-19 Pandemic 194. Methodology 224.1 Research Design 224.2 Context and Participants 244.4 Data Collection Methods 264.5 Ethical Considerations 304.6 Data Analysis 305.0 Findings 355.1 Teachers’ Virtual Synchronic Teaching Practices used for Promoting Oral Online Interaction. 365.1.1 The use of Online Video Conferencing Platforms to Promote Oral Online Interaction 375.1.2. The use of WhatsApp as a Cross-platform Messaging Service as a Teaching Practice 395.1.3 The use of social media and Online Application 415.1.4 Reading and Listening Web-Based teaching practices for Fostering Oral Online Interaction 425.2 Teaching and Learning Implications in Online Scenarios to Promote Oral Online Interaction 475.2.1 Teaching Gains 475.2.1 Difficulty in Online Connectivity 495.2.2 Difficulty in planning an Online Class 505.2.3 Difficulty in Time Management 515.2.4 Difficulty in Managing Emotions 525.2.5 Difficulty in Hardware Functionalities 526. Discussion 537. Conclusions 678.References 699.Appendices 78application/pdfengCopyright Universidad de Córdoba, 2023Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Prácticas de enseñanza en líneaInteracción oral en líneaEnseñanza sincrónicaAplicaciones de redes socialesOnline teaching practicesOral online interactionSynchronic TeachingSocial Media Applications