1、 Introduction

It was introduced that the COVID-19 led to the transition of international Chinese education from offline to online teaching. Online teaching interaction was difficult, but interaction was crucial to language teaching. Currently, some scholars are studying the interaction issues in online Chinese oral teaching, but the research on online oral teaching interaction is still a new topic. To explore the interactive status, shortcomings, and reasons of online oral teaching, the author conducted empirical research using i-FIAS, survey questionnaires, and semi-structured interviews, in order to provide inspiration for related research and practice.

2、 Research Design

Using a combination of quantitative and qualitative research methods, an improved Flanders Interactive Analysis System (i-FIAS) was used to quantitatively observe online Chinese intermediate oral classes, supplemented by questionnaire surveys and semi-structured interviews, to deeply analyze the current situation of classroom interaction. The research subjects are 49 international students from three classes at a university in Zhejiang, with a Chinese proficiency level of HSK level 4 or 5. Classroom observation selected four teachers for two consecutive classes of 7-9 weeks, totaling 16 lessons. The questionnaire design is based on Chen Li's teaching interaction model. After trial testing and modification, it includes 21 scale questions, 4 multiple-choice questions, and 2 text questions. It was distributed through the Wenjuanxing platform and a total of 105 valid questionnaires were collected. The reliability and validity analysis of the questionnaire shows that the scale has high reliability and is suitable for exploratory factor analysis. Semi structured interviews include teacher interviews and student interviews, aimed at exploring the causes of interactive problems in online oral classes.

3、 Interactive Status of Online Intermediate Chinese Oral Classroom

An in-depth analysis was conducted on the interaction status of online intermediate Chinese oral classes, including five aspects: teacher-student interaction, operational interaction, student learning resource interaction, student student interaction, and conceptual interaction. Through the improved Flanders interactive analysis system, the question and answer mode, teaching style, and teaching atmosphere were studied. It was found that teachers tend to use a direct teaching style, resulting in an overall dull classroom atmosphere and less emotional communication between teachers and students. The overall interaction between students and the teaching platform is good, but issues with platform functionality and network stability have affected the interaction. The interaction between students and learning resources is good, and the learning resources provided by teachers are abundant and suitable. In terms of student interaction, students enjoy participating in discussions and group cooperation, but there is a lack of interaction between students in online classrooms, and there is a lack of teachers' reasonable design to promote communication. The average value of concept interaction is relatively low, and students have difficulties in mastering and applying knowledge points. Online classrooms lack practical application opportunities and timely assistance. Overall, there are certain problems with the interaction in online intermediate oral classes, and teachers need to optimize teaching strategies and designs to improve the quality and efficiency of interaction.

4、 Discussion on Results

Through classroom observation, survey questionnaires, and interview methods, the interactive status of online intermediate Chinese oral classes was analyzed. The problems identified include: low interaction quality, limited duration and frequency of students' language output, teachers' tendency to use IRF mode, and lack of real life scenario Q&A; Lack of emotional interaction, limited emotional connection between teachers and students, and lack of empathy in online teaching; The interactive mode is single, lacking diversity and fun, and the collective interactive mode is abandoned due to the disorderly classroom; Students lack initiative, have limited communication and interaction before and after class, and are affected by factors such as time difference and network conditions; The dominant position of teachers is prominent, with a high proportion of teacher language and little student output. Teaching activities are mostly simplified versions of offline teaching. These findings point out the problems in online Chinese oral teaching and provide reference for improving teaching quality.

5、 Conclusion

The importance of interactive online Chinese oral teaching was emphasized, and the existing interactive problems in current online teaching, such as low interaction quality and insufficient emotional interaction, were pointed out. Improvement measures such as optimizing classroom structure, building online learning communities, and enriching interactive forms were proposed to enhance the quality and effectiveness of online teaching.