Degree Name

Doctor of Education


Faculty of Education


This research study examines the success of an ESP course as it adopts technology. The context of this study is a public tertiary institution in Saudi Arabia. The focus of discussion in this study is the ICT attitudes and practices of six ESL teachers and an administrator, the changes ICT introduction brought in the ESP teaching and learning environment, and the elements that affect ICT integration in ESP. Methodology needs of this research suggest the recruitment of case study approach. To serve the purpose of case study, two methods of data collection are used: semistructured interview with the teachers and the administrator and observation of classroom and computer lab lessons. Activity system analysis (Engestrom, 1987) composes the analytical framework for this study. Activity system interpretation of the identified themes delineates several systemic tensions within the culture of ICT use in ESP instruction. Five elements are identified to be significant for the successful transition to ICT in ESP: adequate ICT tools, teachers’ professional development, technical support, funding, and planning. Particularly, the sociocultural factor is found to be of high importance for understanding ICT use in the addressed ESP context. Analysis of the participants’ ESP activity systems reveals that ICT transition in the ESP context is hindered by inherited sociocultural obstacles. Oversimplification of the complexity ICT introduced to ESP and failure to understand the importance of community members’ relationships impact the success of ICT-enhanced ESP lessons’ delivery.

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Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.