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

Abstract

Abstract:This study examines students and the teacher s perceptions of EFL virtual instruction in a high school in the city of Manta. The purpose of the research was to identify the main challenges and attitudes associated with online English learning during the transition to virtual modalities. A mixed, descriptive design was employed, involving twenty-five students, eight parents, and one teacher, who completed Likert-scale questionnaires, as well as a semi-structured interview with the teacher. Quantitative analysis focused on frequencies and percentages derived from the surveys, while qualitative analysis considered recurrent themes from the teacher s responses to explain perceptions in areas such as interaction, feedback, materials, and task clarity. Findings indicate that the principal challenges were reduced interaction, limited opportunities to receive formative feedback, and difficulties related to ambiguous task instructions and time management. However, attitudes were generally positive when emotional safety, clear guidelines, and structured support were present. Overall, the study concludes that virtual EFL instruction becomes effective when pedagogical planning makes expectations visible and promotes consistent opportunities for meaningful participation.