A comparative exploration of proximity and interaction strategies in customary and online English-as-a-foreign-language classrooms

In the contemporary educational landscape, the interplay between customary and online classrooms has created a dynamic space for teacher–student interaction. This study examined spoken discourse by comparing the use of proximity and interaction strategies in customary and online English-as-a-foreign-language classrooms. Drawing on Hyland’s proximity model—comprising organization, argument structure, credibility, stance, and engagement—the study explored how these dimensions were realized in instructional interaction. Data were drawn from 30 recorded classes at Payame Noor University, including 15 customary classes and 15 online classes. Following transcription, the frequency of proximity and interaction features in each instructional mode was quantified. The findings suggested differences between the two modalities. Instructors in customary classrooms tended to employ proximity and interaction strategies more frequently, particularly in establishing common ground, sharing personal anecdotes, and managing claims through hedging and evaluative language. In contrast, instructors in online classrooms appeared to use these resources less often, which may have influenced audience recognition and engagement in the absence of physical presence and non‑verbal cues. Overall, the results indicated variation in the deployment of proximity and interaction strategies across instructional modes. The study offers pedagogically relevant insights for educators and researchers interested in spoken discourse and interaction in English-as-a-foreign-language classrooms.