This study/presentation examines the integration of ICT in English language teaching and learning in the United States and Europe.  The research investigates ICT tools and strategies addressing different styles of English education structured in a comparative analysis using five focal areas. English language learning is an ongoing factor linking leadership, teacher education and a wide range of intellectual disciplines. Technology has resulted in a digital culture demonstrating tremendous advances in language learning [1]. It is necessary to use modern approaches and tools of ICT to develop better understanding and acquisition of basic skills of the English language, and ICT makes the English language environment interactive, flexible and innovative [2]. English language teaching has a unique set of challenges and provides an overarching opportunity to impact success and serve as a catalyst for expansion of learning. Strong programs incorporating ICT in English language teaching leading to quality educational experiences designed to meet the unique needs of learners are particularly valuable. They further address the linkages between countries providing an innovative, transformative, and equitable educational environment that prepares students for success and advances English learning throughout the world. The goal of this study focuses on investigation and implementation of quality ICT instructional strategies by engaging in information gathering regarding ICT language learning methods and processes employed in varied locations and situations. The methodology of this study utilizes a multi-case design for the purpose of conducting comparative research in English language learning in schools in the United States and Europe. Authentic accounts of English language learning will be gained through interviews of educational leaders, observations, and review of selected relevant literature. Further collaboration with colleagues leads to in depth exploration of ICT and systematic collection of data providing opportunities to gain further access to resources, methodological tools, and best practices. The pedagogical potential including meaningful research opportunities and analytics, as well as strategies for educators to frame best practices focused on the diverse learning needs of students strengthens success. The data will be used and analyzed to construct a matrix comparison between the two learning environments. Embracing English language learning, new technologies, and initiating change through proactive ICT educational strategies will lead to relevant and purposeful accomplishments. Conference attendees will gain increased knowledge in ICT through the presentation of cutting-edge ICT methodologies and instructional strategies.

Keywords: ICT, English Language Teaching/Learning

[1] Chun, D., Kern, R., & Smith, B. (2016). Technology in language use, language teaching, and language learning. The Modern Language Journal, 100(S1), 64-80. https://onlinelibrary.wiley.com/doi/10.1111/modl.12302">https://onlinelibrary.wiley.com/doi/10.1111/modl.12302

[2] Cakici, D. (2016). The use of ICT in teaching English as a foreign language. Participatory educational research, 4(2), 73-77. http://www.perjournal.com/archieve/spi_16_4/per_16_spi_4_10.pdf">http://www.perjournal.com/archieve/spi_16_4/per_16_spi_4_10.pdf