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

Abstract

Abstract:This study analyzes the perceptions of students and teachers toward EFL virtual instruction. For this study, surveys were conducted with teachers, students, and parents of a high school in Ibarra, Ecuador. In the research, difficulties and advantages in virtual English classes were identified. Through a mixed-methods approach to obtain quantitative and qualitative data, surveys and interviews were conducted with second- and third-year students and an English teacher. The participants were a total of 34 people: one teacher, 25 students, and 8 parents who contributed more information for the research. Five very important points were considered for this study, such as environment, feedback, interaction, materials, and tasks. Numerical data were analyzed using descriptive statistics, whereas qualitative details were examined through triangulation backed by theoretical principles. The findings showed that students can work together and conserve their motivation in the teaching-learning process if the teachers give the correct guidance, time, and confidence to participate in class and make their teaching more dynamic using technological tools so they can practice. Cooperation and communication are crucial for having an efficient education.