Omani English Classroom Environment: Pre-Service English Language Teachers’ Perspectives
Abstract
The United Nations Educational Scientific and Cultural Organization and the Organization for Economic Cooperation and Development called for a conducive learning environment for male and female learners equally. Considering that, this study examined the classroom learning environment in Oman and the differences between Omani female and male English teachers’ classroom environments. This study is based on 60 pre-service English language teachers’ experiences. Utilizing Krueger’s content analysis continuum model to analyze reports and focused-group interviews, the study found that a welcoming, safe environment, teacher-student interaction, and flexibility and innovation lead to conducive learning environments. However, large classes and lack of technological equipment, time constraints, and overreliance on a grammar-translation method are criteria which negatively affect the learning environment. Also, the study found that the differences are attributed to several factors, some of which are related to student-teacher relationship, the materials used, and classroom management. Such investigations contribute significantly to the provision of high-quality education. To optimize student engagement and learning outcomes, it is recommended that educational settings offer flexible seating arrangements, sufficient space, and access to technological resources. The study recommends that teacher training programs enhance future educators’ skills in managing learning environments and developing emotional intelligence, particularly among male teachers. Some of the study’s implications can be considered by English teachers, school stakeholders, and future researchers to improve the current status of learning environments and be aligned with Omani Vision 2040 in relation to education.
https://doi.org/10.26803/ijlter.23.3.26
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