Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract:This study researched the perceptions of students and teachers toward virtual instruction of English as a Foreign Language (EFL) and the challenges associated with it. The general purpose of the research was to inquire about the perceptions and challenges faced by students and teachers in the context of virtual EFL instruction. Moving on to the study s population and sample consisted of 29 third-year high school students with ages 16 to 17 with a B1 level of English. One English teacher who was 35 years old with 15 years of experience, and 11 parents with ages between 45 and 60, all belonging to a private educational institution located in an urban area of Quito, Ecuador. Furthermore, the process involved a mixed-methods approach, combining quantitative and qualitative methodologies. Data was collected to analyze key aspects related to the challenges and perceptions of students and teachers attitudes toward EFL virtual instruction. Concluding that the results revealed that teaching materials, assigned tasks were regarded positively, while feedback and motivation were lacking by both students and teachers, significant challenges and negative perceptions existed about the virtual environment. Keywords: Students´ perceptions, teachers attitudes, FL virtual instruction.