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

Abstract

Abstract:This study addresses the challenges faced by students, educators, and parents regarding online English as a Foreign Language (EFL) instruction. The rapid transition to online learning created pedagogical, emotional, and technological difficulties that negatively impacted learning outcomes, particularly in areas such as interaction, access to feedback tools, and student motivation. In response to this context, the research aims to identify the main challenges and perceptions of the educational community regarding the teaching of English as a foreign language in a virtual format, as well as to analyze the factors that influence the effectiveness of online learning. To achieve this, a mixed-methods approach is adopted, integrating Likert-scale questionnaires administered to students, parents, and a teacher, along with a semi-structured interview. The main findings of the research show that teaching English as a foreign language in virtual environments was perceived ambivalently by students, teachers, and parents, presenting both opportunities and limitations. On the one hand, recurring difficulties were identified related to interaction, timely feedback, the use of digital resources, and connectivity problems, all of which negatively impacted motivation and learning. On the other hand, students highlighted positive aspects such as respect, emotional support, and the teacher's willingness to encourage participation, demonstrating that, despite technological and pedagogical limitations, the quality of online teaching depends largely on the teaching strategies and the support provided throughout the learning process.