## 5 Analysis of the Data Collected
Therefore, online instruction may negatively impact students' eyesight, causing some parents to be anxious and dissatisfied. Second, in terms of learning outcomes, some teachers mentioned that the number of class interactive opportunities was reduced because online interaction increased the reaction time that it took for students to respond by using electronic devices to answer; consequently, there were fewer opportunities for interaction in the limited time available for lessons in comparison with offline lessons. In addition, pupils were easily distracted, mainly because they focused on engaging activities rather than the core teaching component. As a final point, some teachers stated, \"I think an over-reliance on digital technology will erode the ability for students to learn without it, which can have many disadvantages as they get older and must learn more independently\", so reliance on online resources can also create a degree of cognitive laziness, which was also highlighted by another teacher: \"I find technology can make students lazy in some aspects\". Theme 3: Positive impacts on teachers, as shown in Figure 4.  
Figure 3: Theme 2. The majority of interviewees had a positive view of the influence of CLIL and TELL integrated teaching on teachers, and they believed that not only did students benefit substantially from integrated teaching, but so did teachers. Therefore, four advantages described by teachers can be summarized as follows: The first point is that the decentralized nature of online resources means that most teachers need to integrate and adjust online resources according to the characteristics of their own classroom students' learning abilities. Although this adds to the teachers' working load, many of them also mentioned that they gain a sense of achievement as a result: \"It is very satisfying when you make it\", or \"I enjoy it because I know my students will benefit and I know I can make it exactly to match my content\". Second, by integrating the teaching resources themselves, it also allows teachers to become more familiar with the teaching materials, which also increases their teaching confidence. Third, sifting through teaching materials on the internet gives teachers more inspiration. For example, one teacher mentioned, \"I get a lot of inspiration online, so this helps me to plan my class more creatively\". The final reason, which several respondents also noted, is that TELL provides a wide range of educational tools. For instance, one interviewee mentioned the technology she uses during the online CLIL class: \"Usually, if it is software, it will be provided by the school or institution you work for. Besides that, I like to use YouTube for music and Pinterest for art and teaching ideas. There are apps like Duolingo that benefit older students\". Moreover, another teacher also mentioned that the students have benefited from the various digital games: \"An interesting game that uses language or drilling is effective. Even something like matching pictures to words--on a screen--is better than on a table or the floor. We live in a world surrounded by technology, so implementing it stimulates interest and helps students learn faster\". Theme 4: Implementation challenges, as shown in Figure 5.  
The pedagogical obstacles faced by instructors can be categorized into four categories: teaching resources, teacher collaboration, teaching equipment, and teaching strategies. The first obstacle was in the field of teaching resources. According to one interviewee, the dispersed nature of online resources made it difficult to find teaching materials that were ideally suited to their needs, and there was no clear framework for organizing them, so teachers were forced to search for, design, and rearrange them themselves, thereby increasing their workload. The second challenge area is teacher collaboration. One interviewee noted that \"collaboration between teachers is most frequently observed during lesson preparation, rather than lecture delivery or post-lecture reflection.