ICT & Teaching Foreign Languages

Paper Summary:

This paper takes an in-depth look at the use of information computer technologies (ICT) as a tool for teaching foreign languages, focusing specifically on English and Arabic. The purpose of this study is to determine how 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 study proposes to accomplish this goal 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.

Table of Contents
Abstract
Chapter 1: 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
Chapter 2: Review of Related Literature
Chapter 3: Methodology
Description of the Study Approach
Data-Gathering Method and Database of Study
Population

From the Paper:

"Information and communications technologies have changed the way people all over the world go about learning and earning their livings in many ways, and these same innovations have also provided new opportunities for communicating and participating in a country's social and civic life (Lonergan, 2000). In this regard, Eamon (2004) points to the numerous examples of daily newspapers, research, and government and private information on a variety of important social and civic topics being increasingly available in online formats and the computer and Internet technologies that provide a variety of communication methods such as electronic-mail, instant messages, listserves, and chatrooms. Clearly, a lack of access to such ICT resources places young learners in any setting at an educational and social disadvantage compared to those who do have such access, but simply providing access to ICT-based resources is not sufficient, but rather requires a broad-based approach that recognizes the unique needs and capabilities of a given set of students (Eamon, 2004). "

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.
• 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.
• Biesenbach-Lucas, S., & Weasenforth, D. (2001). E-Mail and word processing in the ESL classroom: How the medium affects the message. Language, Learning & Technology, 5(1), 135.
• Bowring-Carr, C., Davies, B., & Ellison, L. (2005). School leadership in the 21st Century: Developing a strategic approach. London: RoutledgeFalmer.

More papers on ICT & Teaching Foreign Languages:

• Term Paper # 95742 : "Teaching Foreign Language to Infants"
• Argumentative Essay # 91700 : "Foreign Languages in the Classroom"

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