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The document discusses the use of mobile applications and educational tools in English language teaching, highlighting their benefits such as increased student motivation, engagement, and personalized learning experiences. It also reviews the disadvantages, including limited effectiveness on learning outcomes, potential digital divides, high costs, and the need for specialized training for both teachers and students. Overall, while these tools offer significant potential, challenges must be addressed for successful implementation.

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3 views

Submitting Quiz 3

The document discusses the use of mobile applications and educational tools in English language teaching, highlighting their benefits such as increased student motivation, engagement, and personalized learning experiences. It also reviews the disadvantages, including limited effectiveness on learning outcomes, potential digital divides, high costs, and the need for specialized training for both teachers and students. Overall, while these tools offer significant potential, challenges must be addressed for successful implementation.

Uploaded by

phuongthao240698
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Cri$cal Reading and Wri$ng

Name : Lê Ngọc Phương Thảo


Student ID: 2230 4530

QUIZ_3

Task 1.a: Read the 4 original texts. (3marks)

1. What topic are they discussing?


2. What are the key words to support the topics?

A Liu and He (2017): "The use of mobile applicaSons in English language teaching provides opportuniSes
for students to learn anySme and anywhere, which in turn has a posiSve effect on their moSvaSon and
willingness to parScipate in class acSviSes. Mobile applicaSons can make language learning more
interesSng and personalized, and can also help learners focus on areas where they need improvement.
For example, students can choose the level of difficulty that best suits their needs and can repeat
exercises as many Smes as they like unSl they achieve mastery."

B Chen and Huang (2016): "The use of educaSonal tools in English language teaching can significantly
improve students’ saSsfacSon with their learning experience. EducaSonal tools can provide a more
interacSve and engaging learning environment, which can enhance students’ moSvaSon and interest in
learning. They also allow students to learn at their own pace and provide immediate feedback, which can
help them idenSfy and correct errors more efficiently. EducaSonal tools can also facilitate collaboraSve
learning and interacSon among students, providing opportuniSes for peer-to-peer learning and the
sharing of ideas and knowledge."
C Sun (2018): "Mobile devices can provide immediate feedback to learners during the learning process,
which is an important feature that can help learners to correct their mistakes promptly and efficiently" (p.
88)

D Hsu & Wang (2019): "Mobile devices enable collaboraSve learning and interacSon among learners,
providing opportuniSes for peer-to-peer learning and the sharing of ideas and knowledge" (p. 2).

1. In this article, they discuss how mobile applications and educational tools can be used to improve student
engagement, motivation, learning flexibility, feedback, and peer-to-peer interaction in English language
teaching .

2. Key words through these paragraphs:

(A):

- Mobile applications

- Learning anytime and anywhere

- Motivation and engagement

(B):

- Educational tools
- Interactive and engaging environment

- Immediate feedback

(C) & (D):

- Mobile devices

- Collaborative learning and interaction

- Peer-to-peer learning and sharing of ideas

Task 1b: Here is a passage reviewing the 4 texts above. Complete the passage with the suitable words from the 4 text
above. (3 marks)

The use of technology, specifically mobile applicaSons and educaSonal tools, has been increasingly integrated into
English language teaching in recent years. Liu and He (2017) noted that mobile applicaSons allow students to learn
anySme and anywhere, leading to increased (1) ________________________ to parScipate in class acSviSes. These
applicaSons can also (2) ________________________ learning and allow students to focus on areas where they need
improvement. EducaSonal tools, as found by Chen and Huang (2016), create a more (3) ________________________
learning environment, leading to higher student saSsfacSon and moSvaSon. AddiSonally, educaSonal tools allow for
(4) ________________________ learning, peer-to-peer interacSon, and (5) ________________________ for error
correcSon. This aligns with the findings of Sun (2018), who stated that mobile devices provide immediate feedback to
learners, aiding in prompt and efficient error correcSon, and (6) ________________________, who found that mobile
devices enable collaboraSve learning and knowledge (7) ________________________ among learners. In conclusion,
the use of mobile applicaSons and educaSonal tools in English language teaching has shown significant potenSal in
improving moSvaSon, engagement, saSsfacSon, and efficiency in the learning process.

1. Motivation
2. Customized
3. Interactive
4. Collaborative
5. Feedback
6. Hsu & Wang
7. Sharing
Task 2 ( 4marks)

Read these 3 texts and underline the disadvantages of using educaSonal tools for English learning. Write a review of
about 100-150 words, sta$ng the disadvantages of using educa$onal tools for English learning. Include intext cita$ons
and transi$onal words.

A Aliakbari and Jamalinesari (2016): "The results of the study revealed that the students had posiSve ahtudes
towards the use of educaSonal tools in English language learning; however, the effect of educaSonal tools on
their learning outcomes was limited" (p. 25).

B Hsu & Wang (2019): "Mobile devices enable collaboraSve learning and interacSon among learners, providing
opportuniSes for peer-to-peer learning and the sharing of ideas and knowledge. However, the use of mobile
devices in English language learning may also create a digital divide among learners" (p. 2).
C Chen & Huang (2016): "The cost of implemenSng educaSonal technology is one of the major concerns that
educators have. It is common to see that schools or districts only invest in low-cost, entry-level equipment due
to budget constraints".
"Moreover, teachers and students require specialized training to use educaSonal technology effecSvely.
Teachers should learn how to integrate technology into their curriculum and pedagogy, while students need to
be familiar with the devices and solware used in the classroom" (p. 62).

Educational tools are useful , but they can also be problematic. First and foremost , their effectiveness in
enhancing learning outcomes has been questionable as well as their impact on actual learning progress is
limited (Aliakbari & Jamalinesari, 2016). Furthermore, because certain students might not have access to the
required technology, using mobile devices for language learning can result in a digital divide (Hsu & Wang,
2019). Furthermore, schools with limited funds find it difficult to handle the high cost of deploying educational
technology, which forces them to purchase just the most basic equipment (Chen & Huang, 2016). Additionally,
in order to use these tools efficiently, both teachers and students need specific training, which can be expensive
and time-consuming (Chen & Huang, 2016). In conclusion, even though educational tools have potential
advantages, there are accessibility, cost, and training issues that need to be resolved for language learning to be
successful.

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