Abstract
This study explores the impact of technology on English language learning and cultural identity among students in Oman. With 70% of students using technology frequently for English acquisition with the help of online language learning apps, digital platforms play a central role in their educational experiences. However, 55% of students and 60% of teachers expressed concerns that these tools may introduce values that conflict with Omani traditions, prompting a debate about cultural preservation. The findings reveal that while technology enhances language learning, it also influences students' perceptions of their cultural identity. Many students and teachers advocated for more localized content in digital tools to ensure that Omani cultural values are maintained alongside global communication skills. This study highlights the duality faced by students in balancing their cultural roots with globalized learning environments and emphasizes the need for culturally responsive teaching practices.
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