Instructors’ Perceptions of Microsoft Teams Reading Progress in an Omani EFL Foundation Programme: Adoption, Challenges, and Institutional Feasibility

Oman’s digitisation priorities under Oman Vision 2040 encourage the integration of technology into teaching and learning. Little research examines instructors’ perceptions of Microsoft Teams (MS Teams) Reading Progress in Omani General Foundation Programme (GFP) contexts, particularly regarding its pedagogical value, ease of use, and implementation challenges. This mixed-methods pilot study explored instructors’ perceptions of Reading Progress in General English 2 (GE2), within the pre-degree GFP at the Preparatory Studies Centre (PSC), University of Technology and Applied Sciences (UTAS), Oman. MS Teams Reading Progress is an artificial intelligence (AI)-supported tool designed to help students practice reading aloud, improve accuracy and fluency, and give instructors performance data. Drawing on the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explored instructors’ perceptions of perceived usefulness, perceived ease of use, social influence, facilitating conditions, and behavioural intention. Using purposive sampling, data were collected from three sources: a structured questionnaire (N = 10), two semi-structured interviews, and MS Teams usage logs. Quantitative data were analysed descriptively, and qualitative data were analysed thematically. The findings reveal a disconnect between teachers’ positive perceptions and willingness to continue using the tool and students’ limited engagement. Although instructors believed the tool could support reading fluency and accuracy, its use remained low, possibly due to the timing of the pilot, the absence of continuous assessment (CA), and limited time within the course plan. The findings indicate that wider implementation would benefit from early rollout, integration into course design, and CA weighting.