Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract: This research examines students and teacher s perceptions towards EFL virtual instruction. The main objective was to analyze how these perceptions influenced the teaching-learning process in a remote educational environment. The study was conducted at a private institution in Ecuador and involved 26 students aged 15 to 17, 10 parents, and one English teacher. A mixed-methods approach was used, applying surveys and an in-depth interview to collect both quantitative and qualitative data. The analysis focused on key aspects such as interaction, feedback, materials, and tasks. The findings revealed that, while students and teachers reported generally positive attitudes towards virtual learning, significant challenges emerged: connectivity issues, limited oral interaction, unclear instructions, and reduced opportunities for meaningful feedback. In contrast, parents expressed more critical views regarding student engagement and support. The most important conclusion highlights the gap between the theoretical potential of virtual instruction and the real conditions faced by learners and educators, emphasizing the need to strengthen digital training and ensure equitable access.