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

Abstract

Abstract: Domínguez (2025) noticed the purpose of this study is to identify what the students' and teachers perceptions towards EFL virtual instruction are and what challenges students and teachers face in virtual classes. The population that was the object of study included a public high school located in Ibarra city; involving 25 students, 1 teacher and 10 parents, a total sample of 36 people. It was applied quantitative and qualitative approach, the instruments were an interview directed to the teacher, surveys were conducted to learners, one teacher, and parents. Qualitative method reflected that most participants agree that active participation plays a crucial role in promoting communication, encouraging oral expression. Tomala and Mendoza (2026) found on the other hand, academic environment conditions contribute to commitment during classroom activities. There were a small group of students, around 40% of learners approximately who need more effectiveness in English virtual learning. In conclusion, the supportive relationship allows building reliable communication and achieving the academic goals with an emphatic climate.