English As a Second Language

Paper Summary:

This paper discusses how information and communications 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 paper accomplishes this through a critical review of the relevant and scholarly literature, together with a statistical analysis of grade point averages before and after ICT initiatives were used, as well as a qualitative and quantitative survey of the secondary students in three secondary schools each located in Egypt and the UK. The paper provides a synthesis of the data in the penultimate chapter and a summary of the study's research is presented in the concluding chapter, together with conclusions and recommendations for policymakers and educators in both countries.

Table of Contents

Chapter 1:
Introduction
Statement of the Problem
Purpose of Study
Aims and Objectives of Study
Importance of Study
Research Questions
Scope of Study
Rationale of Study
Overview of Study
Contribution to PhD
Definition of Terms
Chapter 2: Review of Related Literature
Chapter 3: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Population
Chapter 4: Review of Schools to be Analyzed
Chapter 5: Development of Survey Instruments
Chapter 6: Results and Statistical Analysis of Data
Chapter 7: Synthesis of Literature Review and Statistical Data
Chapter 8: Summary and Conclusions

From the Paper:

"Likewise, in Senegal, more than 10,000 small businesses across the country have emerged in response to increasing demand to provide public telephone services after the national telecom operator opened up the public telephone market. Today, many of these provide Internet access and other PC-based business services; likewise, in the capital city, Dakar, medical students are now being taught by a cadre of doctors stationed in Brussels who use video link-ups for the purpose (Akst & Jensen, 2001).
Furthermore, to date, more than 24 university campuses have been opened across Africa that now link students to classrooms and libraries world-wide via satellite as part of the African Virtual University (AVU) project, based in Nairobi, Kenya. Many of these students will soon be able to obtain degrees in this way in computer science, computer engineering and electrical engineering. In excess of 12,000 students have completed semester-long courses in engineering and in the sciences and more than 2,500 professionals have attended management seminars on topics such as Strategy and Innovation, Entrepreneurship, Global Competencies and E-commerce (Akst & Jensen, 2001). "

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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• Research Paper # 92645 : "English as a Second Language"

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