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

Abstract

Abstract:The present research, Students and Teachers Perceptions Towards EFL Virtual Instruction, aimed to examine the main challenges and perceptions experienced by students and teachers in virtual EFL instruction. The study was conducted in Cuenca, Ecuador, using a mixed-method approach that combined quantitative and qualitative data. The participants included twenty-five students from the second year of high school, one EFL teacher, and eight parents. Data were collected through a survey and an interview. The instruments consisted of survey questionnaires administered to students, parents, and teachers, as well as a semi-structured interview questionnaire for the teacher. Quantitative data were analyzed using response percentages and organized into tables to address the research questions. The findings revealed that the most significant challenges were related to the learning environment, interaction, and feedback. Students reported limited opportunities to take risks, reduced interaction, and delays in feedback. Similarly, the teacher identified difficulties in addressing students doubts and providing individualized feedback. Regarding perceptions, students expressed a positive view of virtual instruction, particularly in relation to tasks, materials, and tools. From the teacher s perspective, those were merely materials and tasks.