Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: Contemporary education has undergone an extraordinary transformation in the last decade, driven by the rapid advancement of information and communication technologies. This study examined the perceptions of students and a teacher regarding English as a Foreign Language (EFL) virtual instruction, aiming to analyze the challenges they face and their attitudes towards online English Learning. The research was conducted at a private educational institution in Quito, using a descriptive mixed-methods approach that included 27 high-school students, one English teacher, and eight parents, who completed Likert-scale questionnaires, while the teacher also participated in an in-depth interview. Quantitative analysis focused on frequencies and percentages that addressed the two research questions, whereas qualitative analysis explored the interview insights to contextualize and triangulate the questionnaires data. The main conclusion is that, although the digital materials were well received and the virtual environment was perceived as safe and supportive, the overall effectiveness of instruction was weakened by limited interaction, reduced engagement, and low student participation. These difficulties were intensified by technological barriers and logistical issues that negatively affected feedback quality, meaningful communication, and effective task completion.