Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract: The present study, entitled "Students and teachers perceptions towards EFL virtual instruction," was conducted in a fiscomisional institution in the city of Quito. The objective was to analyze the attitudes of students and teachers toward EFL virtual instruction. Twenty-five third-year high school students, eight parents, and one English teacher of this institution participated. A descriptive methodology and a mixed-methods approach were employed to collect qualitative and quantitative data, utilizing instruments such as teacher, student, and parent surveys, as well as a teacher interview. Aspects such as environment, feedback, interaction, materials, and tasks were analyzed to identify challenges and student and teacher perceptions. The results reveal that both students and teachers are in agreement that the aspects of virtual teaching that present the greatest challenges are interaction, environment, and feedback. In terms of perceptions, the findings suggest that both parties had a favorable impression of the materials and the tasks. On the other hand, students tend to have a negative perception of aspects such as the environment, interaction, and feedback, whereas teachers generally have a more positive perception of these aspects. Keywords: EFL virtual instruction, Students perceptions, Teachers attitudes.