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

Abstract

Abstract:This study, titled Students and teacher s perceptions towards EFL virtual instruction was conducted in Latacunga, Cotopaxi, Ecuador, and had the purpose of exploring the challenges and perceptions experienced by teachers and learners when attending EFL virtual classes. This research followed a descriptive design and employed a mixed-methods approach, incorporating both quantitative and qualitative data for a comprehensive analysis. The sample population involved 30 EFL students in their third year of high school, 10 parents, and two EFL teachers. The instruments administered to the participants were surveys and interviews. Based on the findings, students and teachers encountered significant challenges during virtual EFL classes, course materials were frequently insufficient and difficult to adapt to online lessons. In addition, participants noted a lack of balance in the amount of time that students and teachers spent talking, as well as fewer opportunities for peer collaboration. Moreover, they affirmed experiencing an unsupportive environment that negatively affected their participation and emotional well-being. Nevertheless, both educators and learners expressed satisfaction with task clarity, suitable assignment design, and the usefulness of feedback.