Asian Journal of Sociological Research

With much dependence on online platforms for teaching and learning due to pandemic, there is a need to understand how the teacher and learner interact through the online platforms. With the change in the learning environment the learning theories need to be revisited. Currently, constructivist learning theory has gained attention and learning is considered appropriate for online learning. The need has arisen to know the context-specific language use. Undoubtedly, face to face classroom interaction allows for body language cues and the message can be conveyed verbally as well as non-verbally. How do teachers interact with their learners in online classrooms? what is the importance of language proficiency in online teaching? How these two aspects are related? The present study tries to answer these questions keeping in view the challenges of the online learning environment- lack of motivation among learners, and anxiety for online learning among young learners. A self-prepared online questionnaire is used to know the views and practices of teachers regarding the target language use. A total of 35 teachers (English and non-English) from different schools participated in the survey. Findings reveal that teachers are adaptable to online teaching and need support regarding using feedback polls, use of non-verbal communication, and use of language learning applications. This also brings out the language needs of teachers. Further research can be done on the learning outcomes of online teaching. The study will include implications for the online classroom language use, Online Instructions, online activities, positive environment, language proficiency, and the teacher training required for future learning environments.