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

Abstract

Abstract:This research examines the perceptions of students and their English teacher regarding the development of virtual EFL instruction during the pandemic. The study analyzes how interaction, feedback, challenges, materials, tasks, and the virtual learning environment shaped the teaching learning process. The research was conducted in a public school in Quito, and the participants included students, their parents, and the English teacher. A mixed-methods approach was applied: quantitative data were obtained through three Likert-scale surveys, and qualitative data were collected through an interview with the teacher. Regarding the challenges, the findings indicate that both students and teachers faced several difficulties during virtual instruction. The main challenges included limited access to technological resources, low student motivation, and difficulties in developing speaking and listening skills. The findings reveal important contrasts between students and the teacher s perceptions, regarding the clarity of feedback, students confidence to participate orally, and the challenges created by limited technological resources. Overall, the study concludes that although virtual instruction offered opportunities for learning experiences, its effectiveness depended heavily on personalized feedback, technological access, and emotional support to encourage active participation.