Student s and Teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: This study explores the perceptions of students and teachers regarding the virtual teaching of English as a foreign language (EFL). The main objective is to analyze these perceptions in the context of the COVID-19 pandemic, which entailed a significant shift from the traditional educational environment to a digital one. The study included the participation of 32 second-year high school students (B2 level), one English teacher, and 10 parents from a private institution in Guayas, Ecuador. A mixed-methods approach was applied, combining quantitative and qualitative data collection tools. Questionnaires with a Likert scale were used to gather information on the perceptions and challenges of students and teachers, as well as the parents' opinions on the impact of virtual instruction on the English learning process. The results revealed that, although technological resources were accessible, students faced difficulties with feedback, interaction, and the clarity of instructions. In contrast, parents showed a more favorable perception of virtual learning.