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

Abstract

Abstract:This study aims to examined both the students perceptions and the teachers perceptions of EFL virtual instruction in a public educational institution located in San Gabriel city in the Carchi province. The research involved an English teacher aged between 50 and 59 years old, with 25 years of professional experience, a group of 25 to 30 second-year high school students aged 16 and 17 years old at an intermediate B1 proficiency level, and a small group of 8 to 10 parents. A mix methodology was apllied, which is employed a mixed-methods approach to ensure a comprehensive analysis of the research problem. A quantitative survey was administered to all participants to capture a wide range of perspectives and identify general trends. This was complemented by a qualitative in-depth interview with the instructor, which provided nuanced insights and detailed context. By integrating both methods, the study achieved data triangulation, enhancing the overall validity and depth of the findings. This research establishes that while virtual instruction offers significant accessibility, its pedagogical effectiveness is critically undermined by technical instability and a lack of emotional rapport. Ultimately, the study concludes that successful EFL virtual learning requires not only technological integration but also targeted professional development to foster innovative engagement strategies that bridge the gap between digital tools and student motivation.