Teachers' perceptions on the effectiveness of using Arabic language teaching software in Omani basic education
INTRODUCTIONA large volume of research studies has reported the advantages of using computer assisted language learning (CALL) in childhood education. For example, Al Khatib, 2011, Almekhlafi Almeqdadi, 2010; Kessler Bikowski, 2010; Raby, 2007; Stockwell, 2007; Barr Gillespie, 2003; Ayres, 2002) indicated that this type of learning creates, an enjoyable, flexible, low anxiety, interactive language learning environment for children's language learning. Additionally, it increases students' participation in the learning process and boosts their motivation (Raby, 2007) Using computer assisted learning (CAL) can be a valuable medium for improving the quality of language learning and teaching. Therefore, language teachers need to look at technology as a tool that can improve language learning and teaching and should provide different opportunities for their students to benefit from the available technological resources. Teachers' perceptions towards the use of software technology in language teaching have been investigated by many researchers (Choy and Ling Ng, 2015; Thompson, 2015; Mollaei, Riasati, 2013; Almekhlafi Almeqdadi, 2010; Ismail, Almekhlafi, Al Mekhlafy, 2010).However, the effectiveness of using specific software in the actual teaching learning process, such as in Omani basic education, and to learn a specific language, such as Arabic, has yet to be explored. Indeed, very few studies have focused on Arabic teachers' perceptions of integrating software in the Omani Arabic teaching context. The literature review indicates that the majority of the research in CALL has been conducted in different contexts and under different learning conditions. Therefore, it is crucial to point out how Arabic teacher (AT) in Oman perceive the effectiveness of this particular software that was designed to deal with specific students' difficulties in reading and writing in learning Arabic language in Omani schools. The use of learning software is deeply influenced by the context of the learning position, including the classroom culture and philosophy of education (Stockwell, 2007; Barr Gillespie, 2003) As a result; AT in Oman may display some different views about technology implementation from those who have been reported in the contemporary literature.This can be more logical if we consider that the characteristics of the Arabic language might require a specific technological tool that can deal with its specific features in language learning. The Arabic language is generally characterized by the phenomenon of diglossia. In Oman, and in other Arab countries, children need to learn two forms of Arabic: Modern Standard Arabic (MSA) and Non standard Arabic (NSA) Arabic. There are significant differences at all linguistic levels in the structure and vocabulary between MSA and NSA Arabic. Thus, this situation causes some specific learning difficulties when children enter the school and start to learn reading and writing skills. For example, Maamouri (1998) stated, "Young Arab users do not feel that they are free to use and innovate in [MSA] Pupils entering school have to "unlearn" or even suppress most of their linguistic habits while they try to acquire a new set of "rigid rules" (p. 41) This is because, "[MSA] is nobody's mother tongue and is rarely or almost never used at home in the Arab world" (Maamouri, 1998, p. 33) Thus, the required procedures for educational software that could facilitate ALL are significant.However, despite the advantages of software integration in language learning, the lack of software design and application to facilitate ALL is reported in the literature (e.g. Choy and Ling Ng, 2015; Thompson, 2015; Aldalalah, Soon, Ababneh, 2010; Almekhlafi, Almeqdadi, 2010; AI Musawi, 2000; Ismail, Almekhlafi, Al Mekhlafy, 2010) It seems also that the majority of studies conducted, especially in the Arabic language field, used quantitative methods, specifically surveys.