## 5 Analysis of the Data Collected
Therefore the degree of collaboration is limited\". After CLIL courses were converted to online courses, the absence of face-to-face communication due to the limitations of the communication software meant that some teachers did not have good collaborative relationships with other teachers; particularly the relationships between foreign teachers and Chinese teachers were susceptible to culture clashes. For instance, one interviewee admitted, \"Chinese teachers are more concerned with the correctness of students' oral and written expressions, whereas foreign teachers are more  
Figure 4: Theme 3.  
concerned with encouraging students to talk and whether they can convey what they want to express, which might lead to disagreement\". Therefore, online teacher collaboration and communication is also a significant barrier for online education. The third area of difficulty is teaching equipment. Multiple interviewees indicated that online teaching is affected by instructional equipment and signals, such as \"The digital technology itself can be slow and not work well sometimes\", or \"The network equipment causes a delay, making it impossible to monitor students' performance and provide timely comments as you could in an offline session. Also, it takes longer to respond to questions owing to the equipment\". This indicates that the quality of hardware equipment can substantially impact the success of online course delivery, which is also aligned with the conclusion drawn by [PERSON] et al. [39] about the vulnerability of online courses to the adverse effects of electronic devices, such as unreliable internet connections and excessive screen time. Another issue is that many students require parental assistance to complete online courses, as one of the teachers pointed out: \"Younger students cannot access the phone while parents are not home\", suggesting that a student-friendly and simple interface is essential to the success of online teaching, as parents cannot be with their children all day to give technical guidance during the courses. The fourth area of difficulty is instructional strategies. Some interviewees mentioned, \"Start small. Do not incorporate all your resources right from the start\". In the meanwhile, another interviewee mentioned that it is essential to start with simple lessons and mix in activities they are already familiar with to help students adjust to online teaching because it differs from offline classes. Teachers cannot visually observe students' understanding through their facial expressions. Therefore, teachers should provide students with straightforward, clear directions and examples of how to react to help students complete the practical tasks during the class. Furthermore, teachers should also be careful of time management during the class since several teachers pointed out, \"It takes longer time to do activities during an online class\"; \"Students also spend more time answering questions because of the equipment\";  
Figure 5: Theme 4. \"Consider classroom time management carefully\", which all illustrate that the online responses from students can take longer and are much harder to manage. Theme 5: Areas for improvement, as shown in Figure 6.  
Aspects that need to be improved are also divided into four aspects: online teaching equipment, online teaching methods, online teaching evaluation methods, and teacher training. First, regarding the aspect of teaching equipment, the majority of teachers indicated that these tools have a significant impact on the effectiveness of online instruction. For instance, one interviewee claimed that \"the digital technology itself can be slow and not work well sometimes, and when using the board, it can be easy for some students to lose focus unless something is exciting on the board. Otherwise, it is easy for them to look away\". Therefore, it shows that the network's stability will impact the teaching's fluency, and students' learning effectiveness will be impacted by the network's stability.