Students´ and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract: In this study, students and teacher s perception towards EFL virtual instruction were explored. The main objective was to investigate students perceptions and teachers attitudes towards EFL virtual instruction in different dimensions such as environment, feedback, interaction, material and tasks. The research took place in Guayaquil, Ecuador, at a private educational institution within a working-class socioeconomic context. The samples used where that of a group of 30 students, 15 parents, and 1 teacher of the second year of Bachillerato General Básico. Students consisted of males and females age 16 to 17. As part of the process a mixed method approach was used, involving qualitative and quantitative instruments. The most notable conclusions were the divergence in perceptions concerning empowerment and encouragement within the online class environment, and the difficulties identifying students strengths and weaknesses. These conclusions highlight how students perceptions and teacher s attitude on communication can be negatively impacted by a lack of face-to-face interaction. One of the positive aspects of the findings was the perception of feeling motivated to speak in collaborative learning activities.