Obestacles of Using (M-Learning) by Arabic teachers in Teaching Reading in Irbid First Education Directorate Schools

Abstract

This study aimed at investigating the obestacles which face Arabic teachers in using M-Learning in teaching reading in Schools of Irbid First Education Directorate and showing if there are statistically significant differences in the obstacles among theArabic teacher in using M-Learning in teaching reading in Schools of Education Irbid First Directorate due to Specialization, years of experience, gender and courses. In order to investigate that, the researcher useed the descriptive method by using a questionnaire to identify those obstacles.The sample consisted of )419( Arabic teachers in Irbid First Education Directorate. The results of the study show that there are obstacles which face Arabic teachers in using )M-Learning( in teaching reading in performance in general and with a higher degree in all the aspects They also show that there is no statistically significant differences among the participants towards these obstacles which face Arabic teacher of using )M-Learning( in teaching reading in Schools of Irbid First Education Directorate that can be due to specialization, courses, experience and gender. According to these results, the researcher concludes with some recommendations.