Paper Summary:

This paper analyzes the way information and communication technologies (ICT) resources are currently being used in secondary classrooms in the United Kingdom and Egypt to determine how these can be better used for language education applications. The author used methodologies that include a critical literature review, a statistical analysis of grade point averages before and after ICT initiatives were used and a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper relates that the delivery of effective language instruction in Arabic and English require a different set of tools and techniques although both ASL and ESL students are motivated by comparable factors and experience similar reactions and emotions concerning their language instruction. This paper includes many table, graphs, quotations, questionnaires and a complete analyzes of the data.

Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Definition of Terms
Preliminary Literature Review
Background and Overview
Education in Egypt
Education in the United Kingdom
Information and Communications
Technology and ESL Applications in the Classroom
Constraints to ESL Delivery in the Arabic-Speaking Egyptian Classroom Constraints to ESL Delivery in the UK Classroom
Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study Population
UK Schools Participating in Study
Egyptian Schools Participating in the Study
Data Analysis
Egyptian and UK Student Survey Results
Summary, Conclusions and Recommendations
Summary Conclusions
Egypt
United Kingdom
Recommendations
Egypt
United Kingdom
Excel Spreadsheet Used in Analysis

From the Paper:

"The educational systems in Egypt and the UK bear some similarities as well as important differences that will be discussed further below. One of the similarities, though, is the manner in which the stages of general education are provided. In Egypt today, there are three stages of state general education: (a) primary (six years), (b) preparatory (three years), and (c) secondary (three years). The primary education is for students between the ages of 6 and 12 years and is compulsory; students who are successful in examinations have the opportunity to continue their education first at the preparatory and then at the secondary level. In this regard, there are two types of secondary school, (a) general and (b) technical; the majority of Egyptian technical schools are either commercial, agricultural, or industrial."

Sample of Sources Used:

• Abu-Lughod, L. (2004). Planning the family in Egypt: New bodies, new selves. Journal of the Royal Anthropological Institute, 10(1), 204.
• Abu-Zayd, N. (2003). The dilemma of the literary approach to the Qur'an. Alif: Journal of Comparative Poetics, 23, 8.
• Akst, D. & Jensen, M. (June 2, 2001). Africa Goes Online. New York: Carnegie Corporation of New York.
• Anderson, R., Bikson, T. K., Hundley, R. O., & Neu, C. R. (2003). The global course of the information revolution: Recurring themes and regional variations. Santa Monica, CA: Rand.
• Andrews, R. (2004). The impact of ICT on literacy education. New York: RoutledgeFalmer.

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