OBSTACLES TO CLASSROOM INTERACTION THROUGH E-LEARNING IN TEACHING ARABIC IN THE UNITED ARAB EMIRATES FROM TEACHERS' POINT OF VIEW

Abstract

The study aimed to identify the obstacles to classroom interaction through E-learning while teaching Arabic in the UNITED ARAB EMIRATES, from the point of view of Arabic teachers, according to each of the following variables: gender, years of service, and academic qualification. The researcher adopted the descriptive approach, due to its suitability to the study procedures, where the researcher distributed a questionnaire to a random sample of (379) Arabic language teachers in the United Arab Emirates. The obstacles to classroom interaction got a grade of (medium) from Arabic language teachers' point of view. It was found that there is no statistically significant difference at the level of significance (0.01) between the average answers of Arabic language teachers regarding the questionnaire's items in relation to the gender variable. A statistically significant difference was found at the level of significance (0.01) this difference is in favour of Arabic language teachers with more service. A statistically significant difference was found at the level of significance (0.01) this difference was in favour of Arabic language teachers with higher scientific qualifications. This study contributes to identifying the obstacles to classroom interaction through E-learning in teaching Arabic in the United Arab Emirates, to identify such obstacles. This study may benefit those interested in teaching Arabic, including teachers, supervisors, and course designers, concerning how to develop language programs that depend on classroom interaction through E-learning. The result of this study is consistent with previous studies that examined the obstacles to classroom interaction through E-learning in teaching and benefiting from the Arabic language.