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As technology is increasingly embedded in Education,online learning has beenreceiving unprecedented attention from both users and researchers.Especially duringthe COVID-19 pandemic,online education in China has increased exponentiallyduring the outbreak,and the impetus for a shift to distance learning has led to theadoption of online education on a large scale.Schools,teachers,and students arefaced with the unexpected and“forced”transition from face-to-face to online teachingand had to make rapid adaption to the new learning environments to sustain theprogress of teaching and learning(Carrillo&Flores,2020).However,“this transitionto online learning involved a lot more than flipping a switch”(Zhou&Mou,2022,p.1084).It is now emerging as a necessity rather than simply an optional mode forenriching or optimizing traditional teaching and learning in the past days.Thistransformation during this critical period also raised concerns about how schools andteachers should conduct effective online teaching and learning(Carey,2020).

As a new manifestation of the modern computer-assisted language learning(CALL)field(Wigham&Satar,2021),online language learning has also witnessedexponential growth in recent years.According to a market research study publishedby Facts and Factors in April 2022,the global online language learning market size isanticipated to exceed USD 28.5 billion by 2028.Popular platforms such as BerlitzLanguages,Duolingo,iTutorGroup,and Vipkid are among the key market players.From regional insights,the Asia Pacific region is expected to dominate the marketshare due to its significant contribution to the increasing enrollment in onlineeducation.Meanwhile,according to the report,personal learning platforms that offerone-to-one lessons are also estimated to gain traction in the market.

1.2 Research Objectives and Significance

The research objectives of this study are threefold.The primary purpose of thisstudy is to investigate how teachers make use of their gestures when teaching one-to-one English as a foreign language lesson in online settings and to categorize theirgesture use.More specifically,various types of teachers’gestures in relation to speech and their functions in online English as a foreign language(EFL)teaching will beanalyzed from a multimodal perspective.Second,by emphasizing the quantifiedanalysis,the characteristics of online one-to-one EFL teachers’gesture use,such asthe total amount,frequency,and information entropy,will be examined,which aims tospeculate on how teachers incorporate their gestures differently to realize differentteaching objectives.In addition,by comparing the choice of gesture use betweennovice and experienced teachers,the study aims to explore whether online one-to-oneEFL teachers with different teaching experiences differ in the type,amount,or timingof their gesture use.

The significance of this study consists of both theoretical and practical value.Theoretically,the present study extends the research scope of gesture studies inrelation to foreign language teaching and learning from offline to online environments.Second,the present study enriches the study of teachers’gestures in the CMC contextby explori本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。