The current study aimed to identify the reality of employing electronic programs practiced by Arabic language teachers and learners in teaching and learning grammar. Revealing the differences in the trends of Arabic language teachers for speakers of other languages in terms of the reality of their use of electronic programs in the teaching of rules, which return to variables: gender, age, scientific qualification, years of experience, as well as detection of differences in the trends of Arabic language learners to other speakers. In terms of the reality of their use of electronic programs in the learning of rules, which are due to variables: gender, age, scientific qualification, and language level. The study community is one of the 35 teachers in Oman who are Arabic-speaking teachers and teachers, and they have been selected in a deliberate manner. The study followed the descriptive analytical approach, to answer the study questions and achieve its goals were developed by the researcher as a research tool: a questionnaire for teachers and learners with the aim of exploring their practices on electronic programs in teaching and learning grammar. The teacher's resolution consisted of (27) paragraphs divided into three axes: (Directions of Arabic language teachers for other speakers in terms of the employment of electronic programs in the teaching of rules - the inclusion of electronic programs in the teaching of rules - obstacles to the employment of electronic programs in the teaching of the rules - obstacles to employing electronic programs in the grammar trends of Arabic learners In Learning, the questionnaire was applied to all members of the study sample, and the data was then analyzed using the Statistical Program (SPSS). The results of the study also showed that there are no differences Statistically significant among the study sample members in the extent to which Arabic language teachers and learners practice electronic programs in teaching and learning grammar according to gender variables, age, scientific qualification, years of experience, and language level in all three aspects of the questionnaire: trends, inclusion and constraints. Based on the previous findings, the study concluded a number of recommendations, including: taking advantage of electronic models and programs and working to develop them, and then issuing them in a booklet and circulating them to Arabic language schools, both for speakers and for others to benefit from them when teaching grammar. The need to join hands with institutions and institutes to teach Arabic language to speakers and exchange experiences among others, by training teachers in preparing, and building lessons to help students understand the rules in a way as well as promoting teachers' orientations in the field of electronic programs and directing them towards their employment. Technology in teaching Arabic to other speakers. The necessity of working to increase the inclusion of grammar subjects in electronic programs designed to teach Arabic to other speakers. Moreover, holding courses to develop the skills of the curriculum teachers and Arabic teachers for speakers in the field of the employment of programs and websites, including grammar in all programs and sites of teaching Arabic and not neglecting them considering their difficulty in education. Finally, the need to activate information technology in the teaching of Arabic to other speakers.