Basic Informations

C.V

CV

Dr. Marwa A. A. Haroun

Ph.D. in Education (TEFL)

medenglish.org

Lecturer at the Faculty of Education, Beni-Suef University (BSU), Department of Curricula and Methodology (TEFL)

 (Education)

-Doctor of Philosophy in Education (a Ph.D. Degree in TEFL/ESP), Faculty of Education (FoE), Beni-Suef University (BSU), Egypt (2009).

(With the recommendation of the Examining Committee of printing and disseminating the Ph.D. dissertation throughout the Egyptian and Arabian universities and research institutes at the expense of the university)

-Master of Arts in Teaching English as a Second Language (MA-TESL/TEFL), Northern Arizona University , Arizona ( USA ). (Excellent: MA. with Distinction, GPA: 4.00) (2002).

-Two-year Special Diploma, Faculty of Education (FoE), Cairo University (Beni Suef). Cumulative Grade: Excellent (2000).

-Bachelor of Arts and Education, English Department at FoE, Cairo University (Beni Suef). Cumulative Grade: Very Good with Honors (1998).

 (Experience)

• Teaching Medical English to Clinical Pharmacy students at pharmacy faculties at Cairo University and Beni-Suef University.
• Teaching EFL classes and micro-teaching classes to undergraduate and postgraduate students at FoE, Beni-Suef University.
• Teaching general English (GE) courses at the FLDT Center, Beni-Suef University.
• Teaching classroom language to the Science and Math teachers, teaching GE to engineers, and teaching juniors English summer programs at the FLDT Center.
• Teaching phonetics and linguistics to English language teachers at Al Azhar Institutions(in-service training).
• In addition to English teaching experience in USA as a teacher assistant, Intercultural Class (IC), Program of Intensive English, Northern Arizona University, Arizona, USA.

Master Title

COMPUTER EDUCATION IN TEACHER PREPARATION AT NORTHERN ARIZONA UNIVERSITY: RECOMMENDATIONS FOR EGYPTIAN ELEMENTARY TEACHER-TRAINING COLLEGES

Master Abstract

Abstract COMPUTER EDUCATION IN TEACHER PREPARATION AT NORTHERN ARIZONA UNIVERSITY: RECOMMENDATIONS FOR EGYPTIAN ELEMENTARY TEACHER-TRAINING COLLEGES Dr. Marwa Haroun Northern Arizona University 2002 As technology, especially computer technology, is more and more invading school settings, it is essential to have well-prepared teachers who can handle this technology and who can make the utmost use of it. Recently, a lot of research increasingly and intensively has recommended the use of computer technology with young learners. Hence, the problem of preparing pre-service elementary teachers to better grasp the appropriate methods of integrating computer technology in classrooms and to gain some expertise on how to efficiently use this technology with young learners arises. Many elementary teacher preparation programs, especially in the United States, have started to include some formal types of technology training within their programs to ensure that their graduating students can incorporate computer technology in their future teaching. This study mainly focuses on one of the American universities that offers prerequisite technology classes for its undergraduate and graduate students. This thesis sheds light on computer education in two teacher preparation programs at Northern Arizona University (NAU). It basically examines a computer technology class that is required in the elementary teacher preparation program in the Center for Excellence in Education (CEE) at NAU for elementary pre-service students. In addition, it refers to an elective computer-assisted language learning (CALL) class that is offered in the MA-TESL program at the same university. This study aimed at providing Egyptian elementary teacher-training colleges with some useful recommendations and practical implications pertaining to requiring an equivalent computer technology class in elementary teacher preparation programs. The Egyptian Ministry of Education has recently decided to include a required computer class for elementary school students. Nonetheless, in many of the elementary teacher training programs in Egypt, there is no such focused computer technology class that trains the pre-service students on how to integrate technology effectively into teaching. Therefore, this study tries to draw some implications from two technology classes at Northern Arizona University. The study concludes with recommendations for Egyptian elementary teacher preparation programs to include a required computer technology class for all elementary pre-service teachers and another CALL class for elementary English majors.

PHD Title

THE EFFECTIVENESS OF A PROPOSED BASIC FRESHMAN AND SOPHMORE-ENGLISH COURSE FOR MEDICAL PURPOSES (EMP) ON LANGUAGE SKILLS DEVELOPMENT IN EGYPTIAN MEDICAL STUDENTS

PHD Abstract

Beni-Suef University Faculty of Education Dept. Of Curricula & Methodology THE EFFECTIVENESS OF A PROPOSED BASIC FRESHMAN AND SOPHMORE-ENGLISH COURSE FOR MEDICAL PURPOSES (EMP) ON LANGUAGE SKILLS DEVELOPMENT IN EGYPTIAN MEDICAL STUDENTS PhD Thesis Abstract By Dr. Marwa Abdel Fattah Ahmed Haroun TEFL Lecturer Beni-Suef University, Faculty of Education Department of Curricula and Methodology 2008 Abstract The Effectiveness of a Proposed Basic Freshman and Sophomore-English Course for Medical Purposes (EMP) on Language Skills Development in Egyptian Medical Students There is a consensus that English for specific purposes (ESP) courses in general, and English for Medical Purposes (EMP) courses in particular, are not evident in most Egyptian universities. Hence, the purpose of this study was to design a basic core English for Medical Purposes (EMP) course for the medical students enrolled in the first two years at the Faculty of Medicine at Beni-Suef University. The sample of the study consisted of 40 medical freshmen who volunteered to participate willingly in the study. This study utilized the quasi-experimental one-group design and the medical students were all assigned to the experimental group. The participants were pretested by the EMP test prepared by the researcher, followed by intensive sessions of the proposed English for medical purposes course designed by the researcher. At the end of the sessions, the participants were evaluated by means of the posttest. The statistical analyses of the data indicated significant differences between the pre-test and the post-test mean scores in favor of the post-test. Results of the first hypothesis verified that there were statistically significant differences (estimated as 41.5) at 0.01 between the mean scores obtained by the subjects in the pre and post administration in the development of the overall reading, academic writing, and medical terminology skills altogether in favor of the post administration. Results of the second hypothesis indicated that there are statistically significant differences (estimated as 11.7) between the mean scores obtained by the subjects in the pre and post administration of the pre-post test in the development of the reading skills in favor of the post-test administration. Results of the third hypothesis asserted that there were statistically significant differences (estimated as 10.9) between the mean scores obtained by the subjects in the pre and post administration of the pre-post test in the development of the academic writing in favor of the post-test administration. Results of the fourth hypothesis showed that that there were statistically significant differences (estimated as 17.6) at 0.01 between the mean scores obtained by the subjects in the pre and post administration in the development of medical terminology skills in favor of the post administration. Consequently, the results gleaned proved the effectiveness of the proposed EMP course on developing the reading skills, academic and scientific writing skills, and medical terminology skills of the medical entrants enrolled at the Faculty of Medicine (Beni-Suef University).The findings revealed that the proposed EMP course and its website, designed to improve the English language skills of the medical students, proved to be effective in developing the English language skills of the medical students. The findings from this study emphasize the urgent need of changing the English course that is offered at the faculties of medicine from mere GE to EMP that is mainly based on the medical students' genuine needs. At the conclusion of the dissertation, broader implications of this study are offered in addition to suggestions and recommendations.