This study investigated teacher-student interactions in Chinese foreign language classrooms to identify improvement strategies. Data from 180 minutes of observation in two classes revealed varying interaction frequencies among teachers. Analysis through the lens of language socialization theory highlighted three key factors influencing interactions: 1) an equal teacher-student relationship as a precondition; 2) attention to both language and cultural acquisition as a foundation; and 3) a supportive English learning environment as a critical element. The study offers suggestions for enhancing teacher-student interactions in Chinese English education, applicable to other Asian countries due to pedagogical similarities.

Chunlin Yao, Shuai Shao