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

Abstract

Abstract:This study examines students and teachers perceptions of English as a Foreign Language virtual instruction during the COVID-19 lockdown period. The main objective was to analyze the opinions and experiences of key participants regarding the implementation of virtual learning methodologies for EFL instruction. The investigation was conducted in a private educational institution in Quito, Ecuador, with the participation of 25 second-year Bachillerato General Unificado students, their English Teacher, and the students parents. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data was collected through a Likert-scale survey designed to obtain information about perceptions of virtual learning environments, as well as an interview that provided deeper insights into teachers instructional practices during this period. The findings indicate that virtual learning environments offered advantages, such as flexibility and access to digital resources. However, the results reveal significant challenges within the Ecuadorian context, including technological limitations, adaptation to new methodologies, and instructional effectiveness. The study concludes that the transition from traditional face-to-face instruction to virtual instruction posed considerable difficulties for students and teachers, despite the potential benefits of virtual education.