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a) In this class, the main focus was on the three domains of digital citizenship — Respect Yourself, Protect Yourself, and Educate Yourself. These were introduced as the core divisions that guide responsible and ethical behavior in digital spaces.

b) Before this class, I already knew that, as digital citizens, we need to act responsibly on online platforms. However, through this session, I gained a deeper understanding of digital safety, copyright, and copyleft, and how these concepts play a crucial role in teaching and learning.

c) Since the nine elements of digital citizenship are closely interconnected, the class could be enhanced by offering a clearer distinction between each type and including practical examples or case studies to make the concepts more relatable.

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Topic 01: Digital Literacy

1. First, we learned about the definition and concept of digital literacy. Later, we explored its purpose, the frameworks by Pelgrum and Belshaw and their implications, as well as the types of digital literacy and related concepts.

2. From my previous semester course, I already had some knowledge about digital literacy and how it functions. However, in this class, I learned for the first time about its implications in the classroom.

3. Since we are connecting digital literacy with classroom teaching, a practical assessment or activity related to the topic would be very helpful.

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a) In this class, we explored several language learning theories including Behaviorism, Constructivism, Socio-Cultural Theory, Communicative Language Teaching (CLT), the Interactionist Approach, Krashen's Input Hypothesis, Connectivism, as well as CLT and Task-Based Language Teaching (TBLT).

b) From my previous semester courses, I was already familiar with four language learning theories along with Krashen's Input and Output Hypotheses. In this session, my focus was on connecting these theories to practical classroom teaching and understanding how they can shape technology-enhanced instruction.

c) Since this was a largely theory-based class, there was limited emphasis on using technology in practice. However, incorporating interactive examples, demonstrations, or classroom applications could make the session more engaging and help bridge theory with practice.

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a) In this class, we learned about the historical background of CALL and how it came into existence. We explored the phases of CALL, its use in the classroom, and the roles of Tutor, Tutee, and Tool. We also discussed the advantages and limitations of CALL. Before this class, I was not aware that such a structured language teaching approach even existed.

b) Although I had experienced technology being used in language teaching, this was the first time I saw how the theories and practical applications of CALL are interconnected.

c) For teaching purposes, it would be helpful if the stages of CALL were presented more visually — for example, displayed clearly on the screen — to make the division between each stage more understandable.

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1. First, we learned how technology can make reading easier and more interactive. We talked about e-books, reading apps, online quizzes, and even tools like built-in dictionaries and text-to-speech that help us understand better and stay engaged.

2. I already used online articles and e-books before for my own study, but I didn’t really think about them as a way to improve reading skills. This class helped me see how teachers can use these tools in a planned way to build comprehension and vocabulary.

3. I feel like doing a small online reading activity in class and then sharing our answers or thoughts together would have made this topic more practical and fun.

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1. First, we learned about different tools that can make writing easier and more creative, like Google Docs, Grammarly, Difffit, Canva, Piktochart, and GitMind. We also discussed features like grammar suggestions, collaborative editing, and visual aids that help students organize ideas and improve their writing.

2. I already use tools like Google Docs and Canva for my assignments, but I didn’t realize how tools like Difffit or GitMind can guide planning and brainstorming, or how Piktochart can turn writing into visual projects. This class helped me see how technology can actively support writing, not just check mistakes.

3. I think doing a small writing task in class using one of these tools, like creating a visual story in Piktochart or planning ideas in GitMind, and then sharing feedback, would make the topic more practical and fun.

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1. First, we learned how technology can help improve both speaking and listening skills. Miss showed us three articles and focused on IELTS Liz, while also introducing tools like Busuu, English Speaking App, and activities based on ISTE standards and TBLT role plays for ESP learners. We discussed how pedagogical tasks can combine listening and speaking practice effectively.

2. I already practiced speaking in presentations and sometimes listened to podcasts or videos, but I didn’t know that structured activities like TBLT role plays or using apps like Busuu could really improve fluency, pronunciation, and comprehension for ESP learners. This class showed me how technology and pedagogy can work together.

3. I think doing a short in-class activity where we listen to an audio or model answer, then do a TBLT role play and use an app like Busuu to get feedback would make the topic more practical and help us see immediate improvement.

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1. First, we learned how technology can help improve grammar and vocabulary. Miss showed us tools like Grammarly, Quizlet, Duolingo, Kahoot, Busuu, Pixton, Edpuzzle, Puzzle.org, ESL Videos, LearnEnglish.Kidz, and we also played games on Mentimeter to practice grammar and vocabulary in a fun way.

2. I already used Quizlet and Duolingo before, but I didn’t know that tools like Pixton, Edpuzzle, or Puzzle.org could be used in class to make grammar and vocabulary learning more interactive. Playing games on Mentimeter also made practicing rules more engaging and memorable.

3. I think doing more short in-class activities using these tools and games on Mentimeter would make learning grammar and vocabulary more practical, fun, and easy to remember.

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1. First, we learned how social media can be used in English language teaching. Miss showed us concepts like pedagogy & andagogy, and discussed platforms like Twitter, Facebook, WhatsApp, Instagram, and their affordances in the classroom for communication, sharing content, and engaging students.

2. I already use social media for chatting and learning on my own, but I didn’t realize how teachers can use these platforms systematically to support learning. This class helped me see how social media can make ELT more interactive and meaningful.

3. I think doing a short activity where we use one of these platforms, like posting a short English task on WhatsApp or sharing ideas on Twitter/Instagram, would make the topic more practical and give hands-on experience of its affordances.

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1. First, we learned how concordances and corpora can help in English language learning. In class, we looked up the word “and” and tried to see how it is used in different phrases and contexts, which helped us notice patterns and understand how words function in real sentences.

2. I already used dictionaries and example sentences before, but I didn’t know that using a corpus could show so many real examples at once. This class helped me see how learners and teachers can use these tools to understand authentic language use more clearly.

3. I think doing a short activity where we pick a word like “Bangladesh” or “because” in a corpus and analyze its usage in different phrases would make this topic more practical and easier to understand.

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1. First, we learned about blended learning, which combines traditional classroom teaching with online learning, and about fully online learning. In our Haste class, Miss explained how tools like Google Classroom, Zoom, Kahoot, Edpuzzle, Mentimeter, and CommMeet can be used to make lessons interactive, flexible, and engaging. We also learned about MOOCs and EdX, which provide global access and structured online learning opportunities.

2. I already experienced some online classes and used Google Classroom for assignments, but I didn’t realize how blended learning balances face-to-face teaching with online tools to improve participation and learning outcomes. I also attended many Zoom classes before, but this lesson helped me understand how structured online platforms and MOOCs can make learning more organized and effective.

3. I think doing a short blended activity, like watching a video on Edpuzzle and then discussing it in class, or playing a quiz on Mentimeter after a Zoom session, would make this topic more practical. For online learning, it would also be helpful if the teacher showed us how to register for a MOOC and explore it step by step, so we could experience it ourselves.

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1. First, we learned how gamification can make learning more fun and engaging. Miss showed us tools like Kahoot, Quizizz, Wordwall, Mentimeter, Edpuzzle, and platforms like MMORPGs and PBLR Starboard, and explained how points, quizzes, role-play games, and interactive challenges can motivate students while helping them practice English skills.

2. I have used Kahoot and Quizizz before for quizzes, but I didn’t realize how game-based learning, including MMORPGs or PBLR Starboard tasks, can be systematically applied to improve participation, learning outcomes, and retention. Playing games in class made me see how much more engaging lessons can be when learning feels like a challenge or adventure.

3. I think doing more in-class game activities, like a vocabulary quiz on Wordwall, a grammar challenge on Kahoot, or a small role-play on PBLR Starboard, would make this topic more practical. Also, using Mentimeter to track points or live competitions could make lessons even more interactive and fun.

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1. First, we learned how Virtual Reality (VR) can create immersive learning experiences. Miss taught us the advantages, disadvantages, and differences of VR, explaining how it can simulate real-life environments for practicing language skills, like visiting a virtual city, attending a conference, or exploring cultural settings.

2. I have watched VR videos before, but I didn’t realize how it could be used in teaching English to make learning more interactive and memorable. This class helped me see both the benefits, like engagement and immersion, and limitations, such as cost and accessibility.

3. I think doing a short VR activity in class, like exploring a virtual market or restaurant and practicing dialogues, would make the topic more practical and help us understand how immersive learning works.

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1. First, we learned about Augmented Reality (AR) and Artificial Intelligence (AI) in language learning. Miss taught us the advantages, disadvantages, and differences between AR and AI tools, and showed us apps like Quiver, AR flashcards, AI chatbots, and Duolingo AI exercises, which overlay digital content on real-world objects and provide personalized learning feedback.

2. I have used apps like Duolingo before, but I didn’t know that AI can analyze my responses and adjust exercises automatically, or that AR can make learning interactive by combining real-world and digital objects. This class helped me see how technology can enhance engagement, personalize learning, and what limitations each tool has.

3. I think doing a hands-on AR activity, like scanning objects with AR apps to learn vocabulary, or using an AI chatbot to practice dialogues, would make this topic more practical and help us experience technology-enhanced learning directly.