Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: The present study focuses on the perceptions of students and teachers regarding the virtual teaching of English as a foreign language (EFL). The objective is to analyze the challenges and perspectives associated with this teaching modality. This study was conducted in a public educational institution and employed a mixed-methods approach, involving 25 second-year high school students, an English teacher, and eight parents. Data collection included administering Likert-scale surveys to students and parents, along with a structured interview with the teacher. The results showed that the virtual learning environment did not provide an adequate space for students to feel respected, valued, and confident enough to express themselves freely. Although participants acknowledged some level of interactivity, they perceived a lack of timely interventions and limited class sessions, which affected the quality and effectiveness of the educational process. It was also noted that the virtual modality not only reduced students active participation but also hindered the development of meaningful learning, thereby limiting academic progress.