Integrating technology in English language teaching through a community of practice in the Sultanate of Oman: implications for policy implementation

Tahani Al-Habsi, Saleh Al-Busaidi, Ali Al-Issa*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

Much has been written, published, and presented about the important role and uses of technology in English language teaching (ELT) today and the effect it can have on students’ learning. The present qualitative study is an intervention, which attempted to explore the integration of technology among 11 public school English language teachers in the Sultanate of Oman through the use of community of practice (CoP). As the first in the region, this qualitative study triangulated data using a focus group interview and reflective journals. Three themes emerged from the data analysis. Despite certain challenges, the findings were generally positive and encouraging, and revealed that if a CoP is effectively utilized to the fullest to integrate technology in ELT, it can facilitate policy implementation and Second Language Teacher Education (SLTE) in the Sultanate of Oman, the neighboring Gulf Cooperation Council countries, some Asian and Far Eastern countries, and beyond.

Original languageEnglish
JournalEducational Research for Policy and Practice
DOIs
Publication statusAccepted/In press - 2021
Externally publishedYes

Keywords

  • Community of practice
  • English language teaching
  • Policy
  • Second Language Teacher Education
  • Technology

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science

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