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

Abstract

Abstract:This research, entitled Students and Teachers Perceptions Towards EFL Virtual Instruction, analyzes the perceptions of students and teachers regarding virtual English as a Foreign Language instruction in a rural secondary school in Cuenca, Ecuador. The study aimed to identify the main challenges faced by students and teachers and to determine their perceptions of the virtual teaching and learning process during virtual instruction. A mixed-methods approach was employed, combining quantitative data collected through surveys administered to 30 students, 10 parents, and an English teacher, with qualitative data obtained through a semi-structured interview with the English teacher. The results revealed several significant challenges, including limited interaction between teachers and students, insufficient and delayed feedback, technological limitations, and emotional stress experienced by learners. Despite these difficulties, the findings also showed that both teachers and students demonstrated adaptability to the virtual environment. Moreover, positive perceptions emerged related to student motivation, mutual respect, and the usefulness of learning materials. These findings highlight the importance of strengthening digital training, improving feedback strategies, and enhancing interaction to optimize virtual English as a Foreign Language instruction in future educational contexts.