Students and teachers perceptions towards EFL virtual instruction

Abstract

Abstract: This study aimed to analyze students and teachers perceptions towards EFL virtual instruction. It was carried out at an urban public high school located in the city of Cuenca, Ecuador, with the participation of 30 students aged 15-16, one English teacher, and 10 parents. The research followed a mixed-methods approach, using both quantitative and qualitative tools. Data collection involved Likert-scale questionnaires for students, teachers, and parents, along with a semi-structured interview with the teacher. The analysis focused on two main areas: challenges and perceptions, grouped into five categories: environment, interaction, feedback, materials, and tasks. Responses were analyzed using tabulation and triangulation to compare different perspectives. The most significant finding was the clear disconnect between teachers' perceptions of their effectiveness and learners' actual experiences with virtual instruction, especially in areas such as participation, feedback, and motivation. These results contribute to a deeper understanding of virtual EFL learning and provide ideas for improving teaching practices in the future.