Supporting data for “Chinese high school teachers’ classroom interactional competence in synchronous online lessons ―A Combination of Corpus Linguistics and Conversation Analysis Approach

In the present study, the spoken corpus of the classroom interaction undergoes a comprehensive analytical approach that examines both macro (text) and micro (word) levels, utilizing the principles of Conversation Analysis (CA) and Corpus Linguistics (CL), in conjunction with the analysis of L2 classroom modes. This study holds significant implications for future research in the realms of curriculum design, EFL teacher training, and classroom interaction, particularly in its potential to assist teachers in realizing their pedagogical objectives in delivering synchronous online teaching.