Pine student’s perceptions: transition from online to in-person english learning

Abstract

The return to in-person English classes after prolonged online instruction has raised concerns about student adaptation and engagement. This qualitative phenomenological study explored the perceptions of Pedagogy of National and Foreign Languages (PINE) students at Universidad Estatal Península de Santa Elena (UPSE) regarding their transition from online to face-to-face English learning. Data was collected through semi-structured interviews and analyzed using thematic analysis. Findings indicated that students experienced mixed emotions: some valued direct interaction with teachers and peers, while others felt anxiety and discomfort in the physical classroom. Participation varied; some students were more active online due to the perceived safety behind a screen, whereas others engaged more in person. Motivation increased for most participants due to better communication and spontaneous speaking practice, though one student reported low motivation. Challenges included adapting to new routines, transportation, and reduced flexibility. Students recommended more interactive activities, consistent teaching styles across modalities, and additional speaking support. These results highlighted the need for student-centered strategies that address both academic and emotional aspects during educational transitions.