English abstract
The study aimed to identify the reality of the use of virtual classrooms in teaching Arabic to non-native speakers from the teachers' point of view in the Sultanate of Oman. The study also revealed the degree of difference in the use of virtual classrooms and in teaching Arabic to non-native speakers in light of the variable of gender, years of experience and academic qualification.
To achieve the study's objectives, the researcher used the descriptive method by designing a questionnaire consisting of (26) items distributed on two domains: practices and challenges. A set of statistical methods, including: arithmetic averages, standard deviation, and estimation of stability using internal consistency. The results of study showed the following.
1. The reality of using virtual classrooms in teaching Arabic to non-native speakers from the teachers' point of view in the Sultanate of Oman came to a medium degree in practices and challenges.
2. There are no statistically significant differences at the function level (a = 0.05) about the reality of using virtual classrooms in teaching Arabic to non-native speakers from the teachers' point of view in the Sultanate of Oman according to gender variables, years of experience and academic qualification.
3. In light of the results of the study, the researcher recommended a number of recommendations, including: encouraging teachers of Arabic to non-native speakers to invest in computers in providing electronic curricula that are valid for application in virtual classrooms. In addition, the study recommended holding rehabilitation and training courses for teachers of Arabic for non-native speakers to use virtual classrooms, and benefiting from the leading local and international experiences in teaching Arabic to non-native speakers in the use of virtual classes in specialized institutions in the Sultanate of Oman.
