From virtual to face-to-face education: effects in the academic performance of english language learning in 5th semester students.

Abstract

This study analyzes the impact of the transition from virtual to face-to-face education on the academic performance of 5th semester students of Pedagogy of National and Foreign Languages in English language learning. With the global adoption of virtual education during the COVID-19 pandemic, this research aims to investigate the consequences of returning to traditional face-to-face teaching. The study applies a qualitative method of analysis of students' perceptions and experiences. The results show notable differences in academic performance between virtual and face-to-face learning environments, leading to the conclusion that students perform better in face-to-face environments. Factors such as greater interaction with peers and teachers, greater concentration and a more structured learning environment contribute to improved academic performance in face-to-face learning. However, the results highlight the potential advantages and disadvantages of each teaching modality that provide valuable insights for educators. This research contributes to the current debate on effective pedagogical strategies in English language learning and offers practical recommendations for improving student outcomes in both virtual and face-to-face learning environments. In addition, the challenges faced by students during the transition, such as difficulties in adaptation, limited technological support, and less flexibility. Overall, this research sheds light on the effects of the teaching model on learning outcomes.