benefits

The present study compares the performance of two TEFL reading classes: one taking place in a regular classroom and the other held in a computer lab, with the learners practicing reading online. The results of an independent samples t-test showed that the difference between the learners’ scores on their reading comprehension post-tests and pretests did not differ statistically significantly from one group to the other, indicating that the two groups’ progress was similar during the one-term period of instruction. In addition to this, learner interviews and teacher observations showed that some of the challenges of practicing reading in a computer lab included an over-reliance on copy/pasting; time wasted and stress induced due to Internet/technology problems, phobia, or lack of expertise; distractions created through working with technology; and occasional lack of learners’ awareness of the benefits of online reading. Yet, despite all this, reading online seems to have benefits which make it worth all the difficulties and extra effort.

God Almighty, as the only creator of the universe, has taken charge of the creation and engineering of the creature system and created the best creatures in the best possible way and in the best quality. In the meantime, some of the creations of God the Almighty have been created so desirable that they are mentioned in the Holy Qur'an as blessed creatures. Identifying the differentiation of these creatures helps others to become acquainted with the criteria of a creature and to increase their usefulness. For this reason, the present article attempts to study the word "blessing" in the Holy Quran using the "semantics" method. And analyze the criteria that made them distinct and blessed. The general interest in having and helping to guide humanity quickly is one of the criteria of a blessed creature whose components are explained in this article.

This study explores teachers’ readiness to implement generative artificial intelligence (GenAI) in their teaching and learning processes, alongside the benefits and challenges related to its utilizations in the Omani context. The data analysis process involved analyzing responses from the 5-point Likert scale questionnaire using descriptive statistics. A sample of 61 teachers with different qualifications from different educational institutions in the Sultanate of Oman participated in the study. The findings revealed that teachers had a positive level of readiness to implement GenAI, highlighting a spectrum of readiness levels, such as attending training sessions about GenAI, and a significant willingness of utilizing GenAI tools in their classes. On the other hand, teachers reported a positive benefit and experience in improving their teaching, stating that GenAI enables them to save their time, improves their teaching experience and job satisfaction, and offers them adaptive learning and instant feedback. However, findings revealed number of challenges for teachers such as a lack of awareness about policies and ethics in implementing GenAI tools, and their cost. Moreover, teachers indicated a moderate concern regarding the challenges of integrating GenAI tools into their teaching practices. Based on the findings, the study provides significant insight for teachers, policymakers, and syllabi designers, stressing the significant importance of preparing teachers to efficiently integrate GenAI in their pedagogical duties to make the most educational potential while mitigating related risks.