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

Abstract

Abstract:The present study titled "Students and teacher s perceptions towards EFL virtual instruction," aims to analyze the perceptions of students and teachers regarding online instruction in English as a foreign language. This research was conducted at a public school in Macara. The participants were 25 third-year high school students at a B1 level of English proficiency. Ten parents and a teacher with a master's degree in English and 10 years of teaching experience also participated. A mixed-methods approach was employed, using instruments such as a teacher survey, a student survey, and a parent survey. An interview was also conducted with the teacher. All these instruments focused on determining the participants' perceptions and challenges regarding the learning environment, feedback, interaction, materials, and assignments. The results revealed that all participants perceived internet interruptions as the main reason why the learning environment, interaction, and feedback were challenging. Regarding perceptions, the teacher perceived the virtual teaching as positive, while the students perceived the teaching as positive in terms of material and tasks, but negative in terms of feedback and interaction.