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

Abstract

Abstract:The main objective of this study is to describe and analyze how students and teacher perceive the process of virtual instruction towards English as a Foreign Language (EFL) learning. The research was conducted at a Fiscomisional Institution from Macas, with a population of 26 second-year high school students, one English teacher, and nine parents. Using a mixed method design, data were collected using questionnaires specifically designed for students, teachers and parents, and an interview for the teacher. Each instrument allows us to recognize what challenges and perceptions that were faced by each group regarding virtual instruction. The findings conclude that virtual education is generally accepted by students, teachers, and parents; however, all groups demonstrate preference for face-to-face learning environments. Students and families recognize the advantages of virtual modalities particularly flexibility and accessibility, but they perceive in person instruction as more effective for language acquisition and interaction. Although most learners consider virtual English instruction useful, they ultimately favor primarily receiving direct, classroom-based guidance from a teacher. These insights highlight the importance of balancing technological integration with the pedagogical benefits of traditional instruction.