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

Abstract

Abstract:The purpose of this research focuses on the analysis of students and teachers perceptions toward EFL virtual instruction, or English as a foreign language (EFL). The study was conducted at a private educational institution in Cuenca, Ecuador, with the participation of 30 second-year high school students, 10 parents or legal guardians, and an English teacher. A mixed-method approach was used, combining quantitative and qualitative techniques. The techniques of data collection were surveys and interviews; the instruments applied were digital questionnaires administered through the Google Forms platform to parents and students, and a teacher interview. The analysis of the research study focused on key aspects such as feedback, interaction, academic performance, classroom environment, and study materials. Several weaknesses and gaps were identified in the virtual teaching-learning process, especially in the provision of meaningful and timely, and significant feedback, as well as in the development of interaction between teachers and students during virtual education. However, the most significant finding related to the classroom environment, that many students reported feeling stressed, undervalued, and with limited opportunities to participate.