Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract:This study examines how high school students and their English teacher perceived and experienced virtual instruction in English as a Foreign Language (EFL) in a private educational institution in Quito, Ecuador. The participants included 28 students aged between 16 and 19 from the second and third years of high school, one English teacher, and eight parents who provided contextual information related to the learning environment. A mixed-method approach was used to gain a comprehensive understanding of participants perceptions. Data were collected through Likert-scale questionnaires administered to students, the teacher, and parents, as well as through a semi-structured interview with the teacher. The analysis addressed key components of virtual instruction, including the learning environment, feedback, interaction, instructional materials, and task design. The findings revealed that both students and the teacher perceived limitations in interaction and feedback, which negatively influenced the learning process. Nevertheless, participants also identified positive aspects of virtual instruction, particularly its flexibility and its contribution to maintaining learning continuity during challenging circumstances.