Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: This research examines students and teacher s perceptions towards EFL virtual instruction. Using a mixed-methods approach, data were collected through Likert scale questionnaires and an interview with one English teacher. The results showed that although virtual education offered flexibility and comfort for some, it also presented challenges such as limited interaction, high stress levels, and unclear feedback. Students especially struggled with technological tools and understanding task instructions, while teachers underestimated these difficulties. Parents confirmed many of the students experiences, particularly regarding motivation, task difficulty, and time constraints. The findings suggest that virtual EFL instruction must be supported with clearer guidelines, inclusive participation strategies, and greater technological support. Including parents voices proved essential in understanding how virtual education affects learners beyond the classroom. This study recommends improved communication, tailored feedback, and training in virtual tools to enhance the quality of online EFL learning.