Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: This study examined students and teachers' perceptions of English as a foreign language (EFL) instruction in virtual environments. The main objective was to explore the challenges and perceptions regarding virtual teaching and learning of English. Using a mixed method approach with the participation of thirty students, one English teacher, and ten parents from a public institution located in a rural area of the Morona Santiago province. Similarly, the instruments used were students', parents and teachers questionnaires, and additionally, an interview with an English teacher. Results obtained from the analysis of five key aspects (environment, feedback, interaction, materials, and tasks) indicated that students faced difficulties such as unclear instructions, technological problems, and limited feedback. However, they also felt respected and motivated in collaborative activities. On the other hand, the teacher considered that he provided clear instructions, timely feedback, and adequate materials. In conclusion, although there are limitations, virtual instruction facilitates active English learning participation.