Stakeholders’ Perceptions of Teaching and Technological Skills in EFL Vocabulary Instruction: Implications for Remote Learning

Abstract

This study examines stakeholders' perceptions of teaching and technological skills in English as a foreign language (EFL) vocabulary instruction and how this relates to remote learning. This research included 280 participants from 30 public and private institutions of secondary and higher education in southern Ecuador. All participants volunteered and consented to contributing data for the study. The data collection process consisted of administering questionnaires based on a Likert scale and conducting structured interviews with teachers. The aim of these instruments was to collect participants' views on teaching and technological skills in EFL vocabulary instruction. The researchers adopted a mixed-method approach, with quantitative analysis of the questionnaire responses using descriptive statistics and qualitative analysis of interview data. The findings indicated that participants had positive perceptions of EFL vocabulary instruction in terms of teachers' classroom management, technological skills, technological resources, and teaching methods. However, some aspects, such as learning environments, teachers’ training, online classes, and the use of information and communication technologies (ICT), were perceived more positively in private institutions. The findings have implications for EFL vocabulary instruction, particularly in remote learning contexts, and can inform the development of appropriate classroom management, technological resources, and teacher training programs to enhance this aspect of the EFL teaching and learning process.