HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

MID-TERM ASSIGNMENT
COMPUTER-ASSISTED LANGUAGE LEARNING

Students: Nguyễn Thùy Linh

Lê Thị Huyền Mỹ
Nguyễn Thị Thanh Trúc
Phạm Khánh Linh

Nguyễn Thị Phương Dung

Class: K47_ELT304_3
Code: 4
Topic: 1

Xuan Hoa, 2022

Câu 1:
Make a description and an analysis of strengths and weaknesses of an open
source or an application for learning and teaching vocabulary that you
have been using to learn English.

Quizlet is a web-based learning platform that offers a variety of study tools to

help students learn and master a wide range of subjects. It provides a
collaborative and interactive learning experience where users can create, share
and study digital flashcards, quizzes, games, and study sets.

The platform offers a wide range of study modes, including flashcards, learn,
test, match, and gravity, among others. The flashcards mode allows users to
create digital flashcards with text, images, and audio to help them memorize and
learn new information. The learn mode provides an adaptive learning
experience where users can study their flashcards and get immediate feedback
on their progress. On the other hand, the test mode allows users to create and
take quizzes to test their knowledge and track their performance. The match
mode offers a game-like experience where users match terms and definitions.
The gravity mode is a game where users answer questions while protecting a
spaceship from falling objects.

Quizlet is available on the web, as well as on mobile devices through the

Quizlet app. The platform is free to use, with additional features available
through Quizlet Plus and Quizlet Go subscriptions.

Quizlet offers numerous advantages for learning vocabulary:

To begin, Quizlet could inspire learners to get interested in learning new words.
Rezaei et al. (2014) claimed that the Quizlet activity approach was the best
method for getting students to enjoy learning new terms. Using Quizlet's many
features, including its flashcard tool, students could learn languages in an
engaging way. These elements offered students a fun opportunity to experiment
with a cutting-edge method of learning.

Along with motivating users, Quizlet also promotes active learning. All students
in a class were required to participate in brief, course-related individual or
small-group tasks as part of active learning, which alternated with instructor-led
intervals (Felder & Brent, 2009). More pupils are exhibiting interest in self-
directed learning, according to numerous research. Students had the option to
study on their computers and mobile devices thanks to the Quizlet program.
Quizlet effectively improved their performance and helped them become more
independent when learning languages because of its design being appropriate
for independent learners.

Quizlet is a useful tool that enables students to reinforce their learning by

reviewing lesson material. Students have the ability to create their own custom
tests, using the vocabulary and definitions they have learned. Quizlet offers a
range of testing modes, such as flashcards, fill-in-the-blank, multiple choice,
true or false, and matching, providing students with flexibility and variety. They
can choose to use one or more of these modes in their practice tests and
customize the number of questions to suit their needs.

Besides, Quizlet also has the disadvantage that the information on it is not too
accurate. Because Quizlet allows any user to create and share, any information
cannot be verified or guaranteed to be accurate. Therefore, we should only refer
to it, not completely believe in it.

Câu 2:
Watch the video “English 6 – Unit 9 – Lesson 1”, list all the technological
applications used in the lesson; select and evaluate the effectiveness of two
among them, basing on the lesson observation and the principles of English
language teaching.
https://www.youtube.com/watch?v=JSTB8A5NTcM

In the video mentioned, three distinct types of computer-based educational

software are utilized, namely Mentimeter, PowerPoint, and Sachmem. Among
them, Mentimeter and Sachmem were chosen by our group for evaluation
purposes.

The teacher in the video has used the "word association warm-up" activity in
Mentimeter. In details, The teacher asks her students if they want to travel to
some cities of the world and tells them to text their answer in Mentimeter
applications.

This exercise necessitates the students' quick thinking skills to produce related
words or phrases to their preferred destinations. Consequently, this warm-up
activity can enhance students' ability to think on their feet and establish
connections between words, which can be particularly valuable in improving
their English fluency and communication skills. Furthermore, utilizing
Mentimeter can amplify students' engagement in the activity, as they can view
their responses displayed in real-time, which can foster a sense of participation
and excitement in the classroom.

However, there are potential drawbacks to using Mentimeter for English

language teaching that educators should consider. Firstly, this tool only captures
a snapshot of students' knowledge and comprehension at a specific moment,
making it unsuitable for in-depth teaching of English grammar. Secondly, the
use of digital tools such as Mentimeter may not be available to all students,
particularly those without access to reliable internet or technology. This can
create inequalities in learning opportunities and outcomes, which may concern
educators committed to equity and inclusion.

Ultimately, it is crucial to note that any teaching tool or activity, including the
"word association warm-up" in Mentimeter, should be implemented as part of a
well-planned and intentional teaching strategy that is customized to meet the
specific needs and objectives of the learners.

The next software that is used in the video is Sachmem. The sachmem
application aligns with the principles of English language teaching by
incorporating visual aids and active learning strategies to enhance students'
language skills. The use of soft books with illustrations enables teachers to
diversify their lessons and capture the interest of their students. Highlighting
each sentence as it is read aloud helps students to follow along more easily and
track the progress of the lesson, which supports their comprehension of new
vocabulary. Additionally, students can improve their pronunciation skills by
mimicking the speaker in the conversation after listening, and practicing on
their own after the lecture promotes autonomous learning.

Furthermore, the sachmem application differentiated instruction, allowing

teachers to tailor their lessons to meet the varying needs of their students. This
approach supports inclusive and communicative classrooms where students feel
comfortable to express themselves in the language being taught.
However, like any tool, the sachmem application also has limitations that
teachers must consider. For example, if a projector is utilized, it may be difficult
for students to see the screen if there is too much ambient light in the classroom.
Teachers must adapt their use of technology and visual aids to ensure that all
students can access the material and make progress at their own pace.

In conclusion, the sachmem application aligns well with the principles of

English language teaching, as long as it is used in conjunction with effective
pedagogical practices and careful consideration of its limitations.
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