Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract: Research on English as a Foreign Language (EFL) virtual classrooms has gained prominence over the years, with the COVID-19 pandemic accelerating its growth. This study explores Students perceptions and teachers attitudes regarding EFL instruction in virtual settings. The research was conducted at a private high school in Guayaquil, Ecuador, involving 28 EFL students aged 14 to 16 with English proficiency levels ranging from A2 to B1. Two teachers and sixteen parents also participated. Data was collected using 5-point Likert scale surveys to identify the challenges faced and perceptions held by both students and teachers. Additionally, semi-structured interviews were conducted with the teachers. Survey data was organized into tables, converted into percentages, and categorized into five principal areas: environment, feedback, interaction, materials, and tasks. Interview responses were analyzed to identify recurring themes. Findings highlight the critical role of teachers in shaping students' experiences in virtual classrooms. The study emphasizes that student-centered planning is essential for improving engagement and outcomes in online EFL learning environments.