Student´s and teacher´s perceptions towards EFL virtual instruction

Abstract

Abstract:Perceptions of Students and Teachers Regarding Online Instruction in English as a Foreign Language. This study aimed to analyze the perceptions of students and teachers regarding online instruction in English as a foreign language at a public educational institution in Nabón, Ecuador. The sample included 25 second-year high school students of both sexes, along with 10 parents and the English teacher. A mixed-methods design was used. Data were collected through a 30-question Likert-scale questionnaire administered to the students and the teacher, a 12-question semi-structured interview with the teacher, and a 10-question survey completed by the parents. The quantitative analysis focused on identifying percentages to compare the main difficulties and perceptions, while the qualitative analysis explored the participants' contextual explanations. The findings revealed that the students experienced significant challenges in virtual instruction, particularly related to connectivity issues, low motivation, and limited interaction, which negatively impacted the teaching and learning process. The teacher expressed similar concerns, highlighting the need to improve technological support and implement more engaging pedagogical strategies in virtual learning environments.