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.