Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract:The present study explores the perceptions of students and the attitudes of teacher towards EFL virtual instruction. The main objective was to analyze both students and teachers perceptions of EFL virtual classes. The study was carried out in a fiscomisional institution located in Quito, with the participation of 25 male and female second-year high school students, one English teacher, and eight parents. A mixed-methods approach was used, applying questionnaires and interviews as data collection instruments. The quantitative analysis considered percentages of agreement and disagreement on questionnaire items, while the qualitative analysis identified recurring themes in open-ended responses, such as lack of motivation, how clear the task instructions were, and the interaction. The findings revealed that although the teacher believed she had provided appropriate support, many students felt unsure and disconnected due to the lack of meaningful interaction during virtual classes. As a result, the study concluded that promoting more effective communication and improving interaction strategies are crucial to enhancing the quality and effectiveness of virtual EFL instruction. These elements may help students feel more engaged and supported in virtual learning environments.