Students and teacher s perceptions towards EFL virtual instruction

Abstract

Abstract: The study, titled *Student and Teacher Perceptions of Virtual English as a Foreign Language (EFL) Instruction*, analyzes the challenges and perceptions experienced by both students and the teacher in the context of virtual EFL classes. The research was conducted in Guayaquil, Ecuador, and employed a mixed-methods approach to collect and analyze both qualitative and quantitative data. Data collection instruments included questionnaires administered to 30 secondary school students, one English teacher, and ten parents, as well as an interview with the teacher. The results reveal that both students and the teacher faced various difficulties regarding participation, instruction delivery, assessment feedback, and communication. Although students acknowledged that virtual environments were easily accessible and favorable, they identified limited opportunities for active participation, unclear assignment instructions, minimal interaction, and delays in receiving feedback. Similarly, the teacher reported difficulties in providing personalized attention and fostering meaningful participation. These findings suggest a need to implement more effective pedagogical strategies that strengthen interaction, instructional clarity, and appropriate feedback within virtual English language learning environments.