Students and teachers perceptions towards EFL virtual instruction

Abstract

Abstract: This research focuses on analyzing the different perceptions and opinions of students and teachers regarding the use of virtual instruction for teaching English as a Foreign Language (EFL). The main objective was to collect and analyze in detail data on the impact of virtual instruction on the English language learning process. The study was conducted in a prestigious institution, with a wide sample of students, teachers and parents as main participants. The methodological framework used involved a quantitative analysis of data obtained through questionnaires provided by the UTPL. This process carefully examined key aspects such as the virtual learning environment, the effectiveness of teacher feedback, the quality of student-teacher interaction, the suitability of learning materials, and the design of tasks and various activities. The main conclusion of this research is that, while virtual instruction in English language teaching presented challenges in various aspects, especially with the interaction and ensuring the appropriate use of the material by each student, it also revealed valuable information about areas in which students showed approval, offering important guidance for the optimization of online pedagogical practices and the development of more effective digital learning environments.