An Analytical Study of ELT Challenges and Educational Gaps in Oman
DOI:
https://doi.org/10.64169/dje.89Keywords:
English Language Teaching, Education, Foreign Language Challenges, Islamic Studies, Language Learning, OmanAbstract
English functions as Oman's official foreign language, underscoring its national ambitions in education, commerce, and global engagement. The present study aimed to investigate the current state of English language teaching (ELT) in a faith-based tertiary institution. Second, the research identifies the specific challenges that hinder effective language learning for Sharia undergraduates. The study employed a descriptive survey design and administered a structured questionnaire using simple random sampling techniques to 200 first- and second-semester male and female students at the College of Sharia Sciences in Muscat. A mixed-methods approach was used, with quantitative methods for analysing numerical data and qualitative methods for discussion and interpretation. The study's findings revealed that most students responded with moderate to high awareness of English; however, due to limited contact hours, a single overburdened instructor, and overcrowded classes, they were restricted from practical, meaningful learning, which prompted a heavy reliance on translation tools, guidebooks, and private tuition. The textbooks were deemed moderately useful, audio-visual facilities were unevenly available, and assessment remained grammar-centred rather than communicative. The study recommends increasing instructional hours, diversifying materials to incorporate skills-integrated, context-relevant content, and training teachers to utilise audio-visual aids and deliver tailored lessons in learner-centred, technology-enhanced pedagogy. Thereafter, by implementing these measures, the current educational gaps could bring about a myriad of shifts and bridge the graduates' need to disseminate Islamic knowledge internationally.
References
[1] Akkari, A. (2004). Education in the Middle East and North Africa: the current situation and future challenges. International Education Journal, 5(2), 144–153. https://ehlt.flinders.edu.au/education/iej/articles/v5n2/Akkari/paper.pdf
[2] Al-Amri, A. S., Zubairi, Y. Z., Jani, R., & Naqvi, S. (2021). Evaluation of quality assurance instruments in higher education institutions: A case of Oman. South African Journal of Higher Education, 35(3). https://doi.org/10.20853/35-3-3962 DOI: https://doi.org/10.20853/35-3-3962
[3] Al-Bakri, S. (2013). Problematizing English medium instruction in Oman. International Journal of Bilingual & Multilingual Teachers of English, 01(02), 55–69. https://doi.org/10.12785/ijbmte/010203 DOI: https://doi.org/10.12785/ijbmte/010203
[4] Albalawi, F. S. (2016). Investigating the effect of grammatical differences between English (L2) and Arabic (L1) on Saudi female students' writing of English. European Scientific Journal ESJ, 12(14), 185. https://doi.org/10.19044/esj.2016.v12n14p185 DOI: https://doi.org/10.19044/esj.2016.v12n14p185
[5] Al-Bulushi, Y. (2011). Teaching Short Stories in the Omani Context: The use of the reader Response Theory. Literacy Information and Computer Education Journal, 2(3), 450–455. https://doi.org/10.20533/licej.2040.2589.2011.0062 DOI: https://doi.org/10.20533/licej.2040.2589.2011.0062
[6] Al-Issa, A. (2005). The role of English language culture in the Omani language Education System: an Ideological perspective. Language Culture and Curriculum, 18(3), 258–270. https://doi.org/10.1080/07908310508668746 DOI: https://doi.org/10.1080/07908310508668746
[7] Al-Issa, A. (2015a). Constructing Grammar instruction in the Omani ELT System: A Critical Literacy Perspective. The Qualitative Report. https://doi.org/10.46743/2160-3715/2014.1417 DOI: https://doi.org/10.46743/2160-3715/2014.1417
[8] Al-Issa, A. (2015b). Making a case for new directions in English Language Teaching Research at an Omani University: A Critical Qualitative Content Analysis report. The Qualitative Report. https://doi.org/10.46743/2160-3715/2015.2131 DOI: https://doi.org/10.46743/2160-3715/2015.2131
[9] Al-Issa, A. (2019). Beyond Textbook Instruction: Stories from ELT Teachers in Oman. Changing English, 26(3), 263–281. https://doi.org/10.1080/1358684x.2019.1591270 DOI: https://doi.org/10.1080/1358684X.2019.1591270
[10] Al-Issa, A. S. (2007). The implications of implementing a `Flexible' syllabus for ESL policy in the Sultanate of Oman. RELC Journal, 38(2), 199–215. https://doi.org/10.1177/0033688207079693 DOI: https://doi.org/10.1177/0033688207079693
[11] Al-Issa, A. S. (2013). The implications of expanding the instruction time for the English Language Teaching Policy implementation in the Sultanate of Oman: A Qualitative study. Critical Inquiry in Language Studies, 10(4), 311–333. https://doi.org/10.1080/15427587.2013.846246 DOI: https://doi.org/10.1080/15427587.2013.846246
[12] Al-Issa, A. S. (2014). A Critical examination of motivation in the Omani English Language Education System. Journal of Language Teaching and Research, 5(2). https://doi.org/10.4304/jltr.5.2.406-418 DOI: https://doi.org/10.4304/jltr.5.2.406-418
[13] Al‐Issa, A. S. M. (2005). The implications of the teacher educator's ideological role for the English language teaching system in Oman. Teaching Education, 16(4), 337–348. https://doi.org/10.1080/10476210500345656 DOI: https://doi.org/10.1080/10476210500345656
[14] Al-Issa, A., & Al-Bulushi, A. (2010). Training English language student teachers to become reflective teachers. ˜the œAustralian Journal of Teacher Education, 35(4). https://doi.org/10.14221/ajte.2010v35n4.4 DOI: https://doi.org/10.14221/ajte.2010v35n4.4
[15] Al-Jardani, K. S. S. (2012). English language curriculum evaluation in Oman. International Journal of English Linguistics, 2(5). https://doi.org/10.5539/ijel.v2n5p40 DOI: https://doi.org/10.5539/ijel.v2n5p40
[16] Al-Mahrooqi, R. (2012). English communication skills: How are they taught at schools and universities in Oman? English Language Teaching, 5(4). https://doi.org/10.5539/elt.v5n4p124 DOI: https://doi.org/10.5539/elt.v5n4p124
[17] Al-Mahrooqi, R., & Denman, C. J. (2016). Omani Graduates' English-language Communication skills in the Workforce: Employees' Perspectives. International Journal of Applied Linguistics & English Literature, 5(4). https://doi.org/10.7575/aiac.ijalel.v.5n.4p.172 DOI: https://doi.org/10.7575/aiac.ijalel.v.5n.4p.172
[18] Alrashidi, O., & Phan, H. (2015). Education Context and English Teaching and Learning in the Kingdom of Saudi Arabia: An Overview. English Language Teaching, 8(5). https://doi.org/10.5539/elt.v8n5p33 DOI: https://doi.org/10.5539/elt.v8n5p33
[19] Ammenwerth, E., & Hackl, W. O. (2015). Job profiles of Biomedical Informatics Graduates. Methods of Information in Medicine, 54(04), 372–375. https://doi.org/10.3414/me14-01-0139 DOI: https://doi.org/10.3414/ME14-01-0139
[20] Balushi, K. (2018). EFL TEACHERS' CPD EXPERIENCES: PERSPECTIVES FROM OMAN. International Journal of Advanced Research, 6(5), 1345–1358. https://doi.org/10.21474/ijar01/7165 DOI: https://doi.org/10.21474/IJAR01/7165
[21] Bouzenita, A. I., & Al-Salimi, M. N. (2020). The Islamic Education Curriculum in the Sultanate of Oman: Integrating diversity. DAYAH Journal of Islamic Education, 3(2), 121. https://doi.org/10.22373/jie.v3i2.7502 DOI: https://doi.org/10.22373/jie.v3i2.7502
[22] Butler-Pascoe, M. E., & Wiburg, K. M. (2002). Technology and teaching English language learners. http://ci.nii.ac.jp/ncid/BA66116746
[23] Dervić, M., & Bećirović, S. (2019). Native and Non-Native EFL Teachers dichotomy: terminological, competitiveness and employment discrimination. Journal of Language and Education, 5(3), 114–127. https://doi.org/10.17323/jle.2019.9746 DOI: https://doi.org/10.17323/jle.2019.9746
[24] Education sector strategy. (1999). In Health, nutrition, and population series. https://doi.org/10.1596/0-8213-4560-5 DOI: https://doi.org/10.1596/0-8213-4560-5
[25] Fahmy, J. J., & Bilton, L. (1992). The sociocultural dimension of TEFL education: The Omani file. Journal of Multilingual and Multicultural Development, 13(3), 269–289. https://doi.org/10.1080/01434632.1992.9994496 DOI: https://doi.org/10.1080/01434632.1992.9994496
[26] Faugier, J., & Sargeant, M. (1997). Sampling hard to reach populations. Journal of Advanced Nursing, 26(4), 790–797. https://doi.org/10.1046/j.1365-2648.1997.00371.x DOI: https://doi.org/10.1046/j.1365-2648.1997.00371.x
[27] Ghosn, I. K. (2002). Four good reasons to use literature in primary school ELT. ELT Journal, 56(2), 172–179. https://doi.org/10.1093/elt/56.2.172 DOI: https://doi.org/10.1093/elt/56.2.172
[28] Gonzalez, G., Karoly, L., Constant, L., Salem, H., & Goldman, C. (2008). Facing human capital challenges of the 21st century: education and labor market initiatives in Lebanon, Oman, Qatar, and the United Arab Emirates. In RAND Corporation eBooks. https://doi.org/10.7249/mg786 DOI: https://doi.org/10.7249/MG786
[29] Heiser, M. M., & Lado, R. (1970). Language testing: the construction and use of foreign language tests. Modern Language Journal, 54(1), 43. https://doi.org/10.2307/323564 DOI: https://doi.org/10.2307/323564
[30] Hill, D. A. (2002). Success in English teaching. ELT Journal, 56(4), 424–425. https://doi.org/10.1093/elt/56.4.424 DOI: https://doi.org/10.1093/elt/56.4.424
[31] Holliday, A. (1992). Tissue rejection and informal orders in ELT projects: collecting the right information. Applied Linguistics, 13(4), 403–424. https://doi.org/10.1093/applin/13.4.403 DOI: https://doi.org/10.1093/applin/13.4.403
[32] Kachru, B. B. (1997). World Englishes and English-Using Communities. Annual Review of Applied Linguistics, 17, 66–87. https://doi.org/10.1017/s0267190500003287 DOI: https://doi.org/10.1017/S0267190500003287
[33] Kooli, C., Jamrah, A., & Al-Abri, N. (2019). Learning from Quality Audit in Higher Education Institutions: A Tool for Community Engagement Enhancement. FIIB Business Review, 8(3), 218–228. https://doi.org/10.1177/2319714519863559 DOI: https://doi.org/10.1177/2319714519863559
[34] Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607–610. https://doi.org/10.1177/001316447003000308 DOI: https://doi.org/10.1177/001316447003000308
[35] Looney, R. E. (2013). The Omani and Bahraini Paths to Development: Rare and Contrasting Oil-Based Economic Success Stories. In Oxford University Press eBooks (pp. 419–456). https://doi.org/10.1093/acprof:oso/9780199671557.003.0020 DOI: https://doi.org/10.1093/acprof:oso/9780199671557.003.0020
[36] Massey, M. (1986). Howatt, A.P.R. A History of English language teaching. Oxford: Oxford University Press, 1984. Canadian Modern Language Review/ La Revue Canadienne Des Langues Vivantes, 42(4), 892a. https://doi.org/10.3138/cmlr.42.4.892a DOI: https://doi.org/10.3138/cmlr.42.4.892a
[37] Mohamed, Z., Valcke, M., & De Wever, B. (2016). Are they ready to teach? Student teachers' readiness for the job with reference to teacher competence frameworks. Journal of Education for Teaching International Research and Pedagogy, 43(2), 151–170. https://doi.org/10.1080/02607476.2016.1257509 DOI: https://doi.org/10.1080/02607476.2016.1257509
[38] Mohammad, T., & Hazarika, Z. (2016). Difficulties of Learning EFL in KSA: Writing Skills in context. International Journal of English Linguistics, 6(3), 105. https://doi.org/10.5539/ijel.v6n3p105 DOI: https://doi.org/10.5539/ijel.v6n3p105
[39] Mohammed, N. a. H. H., & Almekhlafi, N. a. G. (2017). English Language Teachers' perceptions of using ICT in teaching in Cycle Three in the United Arab Emirates. US-China Foreign Language, 15(6). https://doi.org/10.17265/1539-8080/2017.06.001 DOI: https://doi.org/10.17265/1539-8080/2017.06.001
[40] Mulyono, H., & Halim, N. (2015). Using technology in foreign language teaching. International Journal of Education and Development Using Information and Communication Technology, 11(3), 117. https://www.questia.com/library/journal/1P3-3955701521/using-technology-in-foreign-language-teaching
[41] Nasser, R. (2019). Educational reform in Oman: system and structural changes. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.84913 DOI: https://doi.org/10.5772/intechopen.84913
[42] Prapobratanakul, C. (2019). Variability of English past tense morphology by L1 Thai and L1 French learners. https://doi.org/10.58837/chula.the.2019.210 DOI: https://doi.org/10.18848/2327-7882/CGP/v17i02/45-61
[43] Rahman, Z. a. a. A. (2013). The use of cohesive devices in descriptive Writing by Omani Student-Teachers. SAGE Open, 3(4), 215824401350671. https://doi.org/10.1177/2158244013506715 DOI: https://doi.org/10.1177/2158244013506715
[44] Sabieh, C. (2010). Computers in ELT: Why not use them? Journal of NELTA, 6(1). https://doi.org/10.3126/nelta.v6i1.3584 DOI: https://doi.org/10.3126/nelta.v6i1.3584
[45] Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039 DOI: https://doi.org/10.1016/j.jbusres.2019.07.039
[46] Wang, D., Moloney, R., & Li, Z. (2013). Towards Internationalising the curriculum: A case study of Chinese language teacher education programs in China and Australia. ˜the œAustralian Journal of Teacher Education, 38(9). https://doi.org/10.14221/ajte.2013v38n9.8 DOI: https://doi.org/10.14221/ajte.2013v38n9.8
[47] Warschauer, M., & Kern, R. (2000). Network-Based Language Teaching: Concepts and practice. http://ci.nii.ac.jp/ncid/BA45564319 DOI: https://doi.org/10.1017/CBO9781139524735
[48] Yunus, M. M., Ang, W. S., & Hashim, H. (2021). Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students' Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability, 13(6), 3524. https://doi.org/10.3390/su13063524 DOI: https://doi.org/10.3390/su13063524
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Hamed Al-ruzaiqi , Jamil Hussain
This work is licensed under a Creative Commons Attribution 4.0 International License.
