Students´and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract: This study analyzed the students and teachers perceptions of EFL virtual instruction in a public high school in Cumandá, Ecuador. The main objective was to identify the challenges and attitudes toward teaching and learning English through digital platforms during the pandemic. A quantitative descriptive approach was applied, involving 38 students, one English teacher, and 22 parents. Data was collected through structured surveys and a semi-structured interview. The process focused on five key dimensions: environment, feedback, interaction, materials, and tasks. Quantitative data were tabulated and analyzed by response frequencies, while qualitative input from the teacher was coded thematically to complement or contrast survey results. The findings revealed that, despite efforts to maintain effective instruction, technological limitations, limited interaction, and emotional factors impacted student engagement and performance. Notable discrepancies were found between teacher expectations and student perceptions, particularly regarding the clarity of materials and tasks. Nevertheless, both students and the teacher demonstrated adaptability to the virtual context. The study concludes that strengthening digital literacy, improving instructional design, and promoting continuous teacher training are essential to enhance virtual EFL learning.