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

Abstract

Abstract:This study investigates the perception of teacher and students about virtual teaching, analyzing parameters such as the environment, feedback, interaction, materials and tasks developed during online classes. The research was conducted at a public school in the city of Loja, and the population consisted of one teacher, twenty-five students and ten parents. A mixed methods approach was used for the analysis. The qualitative analysis included an interview with the teacher about her main perceptions and challenges during the development of her online classes, while the quantitative analysis included surveys administered to students, teacher and parents on related topics, allowing for a comprehensive view of the phenomenon under study. The results showed important differences between students and teacher perceptions about EFL virtual instruction. While the teacher perceived the virtual learning environment, interaction, feedback, materials and tasks as adequate and effective, students reported experiencing stress, limited interaction, insufficient feedback, and difficulties with technological tools and task completion. These contrasting perceptions highlight the need to strengthen virtual teaching to better meet students' learning needs.