Investigating EFL Teachers' Reluctance to Use Synchronous Online Teaching in Ad Dakhiliyah Governorate, Oman

Abstract

In this research, the researcher determined the reluctance of Oman’s English as a Foreign Language (EFL) teachers towards Synchronous Online Teaching (SOT) even though technology use is on the rise in the Oman educational system. This research is significant as it identified the factors that hinder teachers from actively engaging in SOT in Oman and identifying the best approaches to encouraging teachers to adopt this complex lesson. A mixed method approach was applied to gather data from Omani EFL teachers of Ad Dakhiliyah Governorate Institution. To obtain quantitative data, 50 teachers were administered questionnaires, and ten teachers were interviewed. Quantitative data was analyzed using descriptive and inferential methods using correlation and regression to examine the relationships between the Technology Acceptance Model variables and teachers' intentions regarding SOT usage, while qualitative data was analyzed using a thematic analysis through transcript coding. The quantitative findings of the research also revealed that perceived usefulness, perceived ease of use, Self-Efficacy, Enjoyment, Satisfaction, Social Influence, and Facilitating Condition factors of the TAM have a positive impact on the BI towards SOT of EFL teachers because the P-value of (Sig) for all the TAM factors is < 0.05. In the present research, teachers confirmed that SOT is beneficial to them and positively impacts their teaching; however, technical challenges and students’ absenteeism deserve attention along with institutional support. More studies in various settings and investigation of its effects on students’ performance over time are advised for future studies.