Before taking this course, if anyone had asked me what "Digital Literacy" meant to me, my probable  answer to that would have been — to be able to operate digital tools and gadgets and how to turn them on and off. However,  with the unfolding of classes, I realized that the concept is   much more than that. In language learning and  teaching context,  Digital literacies encompass a range of skills beyond traditional reading and writing, allowing users to engage meaningfully and safely in digital environments. To explain the concept,  pegrum's framework for digital literacy has been discussed to introduce us to the skills required. The skills are: Language- based literacies,  information - based literacies,  connection-based  literacies and (-re) design-based literacies.  These skills help us in understanding, analyzing, creating, and communicating in a digital landscape  with responsibility and critical awareness. After coming to this enlightenment, I, now reflect on my own online activities as a digital citizen: Do I evaluate sources critically? Am I mindful of how I interact with others digitally? Pegrum's framework also helps me a great deal while researching online articles,  connecting with peers on forums and  creating visual presentations as a language learner. For example: to assess whether the information is real or not, I can visit a spoof website (like the Pacific Northwest Tree Octupus site) or I can go through reliable online database like- google scholar, Jstor etc alongside taking part in online discussion forums. 

Apart from receiving theoretical knowledge,  I was also exposed to hands-on practice on digital tools like - Padlet and magic school ai.  I found Magic school ai tool very effective for  grading and assessment along with re- designing language courses as a future teacher. Padlet on the other hand,  provides space for sharing information and connecting with others– providing a digital noticeboard for students to post ideas, images and reflections. 

Looking back, I realize how much my understanding of digital literacy has evolved. This lesson helped me move from being a passive consumer of digital content to a more reflective and responsible participant.

If I could suggest something, I would suggest that the topic could have included a comparative session on how digital literacy is perceived and practiced in different countries or under-resourced settings. Students could research and present “Digital literacy in the US vs Bangladesh” or similar contrasts — helping develop awareness of context-sensitive teaching. Moreover,  most of the digital tools require internet connectivity, which is costly. Discussion could have taken place on offline- easily accessible tools for equal accessibility of all the participants.

In my honors first year, I was ought to learn Spanish as a foreign language. This led me to use " Duolingo" as a language learning app to learn the language. As I started my practice, I noticed that it made use of a lot of drill-based practices. The drills appeared intermittently in recurring structures. For this, I did not even have to store the lessons I learnt,  rather I was able to memorize them effortlessly. The app would provide me immediate feedback on my learning outcomes, mistakes,  provide customized practices for me, and  guide me through new lessons. Moreover,  if I completed a lesson successfully, I would gain diamonds— and if I made mistakes, I would lose hearts as the process of reward and punishment.  Back then, I would not understand as to how this takes place. However,  now I understand that the language learning algorithm of this tool has been designed based on behaviorist language learning theory and Audio-lingual theory of language learning,  and they refer to the" Structural Phase" of Computer assisted Language Learning. Computer Assisted language learning is no robotic concept,  it is rather the use of computers in language teaching and learning, aiming to enhance learners' experiences through various technological applications. Adapting the behaviorist learning theory, computer acts as a "tutor",  encourages the learners' critical thinking, uses multi media resources to generate engaging contents and  paces the practices to the learner's need. 

The latter stages of CALL development integrate the theories related to communication and integrative learning process that forces the learners to communicate in the target language. In this process,  "scaffolded learning " from the ones who know the language better than the learner,  might come very useful.  For example: Krashen's input hypothesis theory introduces the concept of (i+1), which means that learners receive language  input at a slightly higher level than they can produce. 

Suggestion: Instead of only delivering lecture content, the lesson could have  been structured to presented CALL history and theories through the lens of a fictional language learner who travels through each phase over time — from working on grammar CD-ROMs in the 90s to using AI-powered speaking apps today. Moreover, 

Providing information on how CALL is used in different countries or educational systems, how technological access, culture, and pedagogical approaches affect the adoption of CALL in parts  like Asea, Europe and America. Lastly, since CALL is not totally obsolete yet, a thorough analysis on different CALL-based tools could have taken place.

Though these dimensions help us become more responsible citizens,  they are very theoretical in nature and do not take into consideration the cross-cultural digital citizenship norms across the globe as digital norms are not universal. Knowing cross-cultural difference, we will be able to know better what type of language works better in what cultural setting. 

Suggestion: In alignment with whatever I have learnt, I would love to see how a rural ESL classroom uses mobile apps or VR for language exposure). 

Having taken IELTS, I was familiar with all the reading strategies like - skimming, scanning and  inferencing etc. But, due to my lack of preparation, I scored less on this module.

However, as I heard that I would get to take a course on "Use of technology in teaching reading skills" at my University, I held my hopes high to get an opportunity to improve my score.

After taking the course,  I got to learn many interesting topics from the discussion of this topic. My learning outcomes centered around learner autonomy,  learner preference and learner needs and automatically tracking reading progress. I was introduced to different gamified tools and sites like word search puzzle, Duolingo, Wordwall and Kahoot. They  help effectively in  vocabulary  learning. Makes learning easier.

Moreover, the concept of Hyperlink in reading texts showed how it helps in extensive reading creating intertextuality. Besides this, the use of images in reading  texts help us make inferences to reach meaning and it also activates our schema and make the content visually appealing. The use annotations helps a lot in note taking. In addition, The bottom up approach(alphabets to words- words to sentences) to teaching reading skills is effective for kids.

However,  More inputs could have been given into top down approach of reading since a text can be read by different ages of learners from different backgrounds. Teaching reading skills to a kid and a scholar will be two different tasks. I would love it more if we could delve more into those aspects. Also, There could have been reflective discussions into what problems the students faced while creating their reading lessons from the technological tools. This could help us be more adaptive towards the use of technology. Moreover, we did not explore much tools for visually challenged students as to how we could teach them reading, what problems we face with them. From this sense, the learning process was not inclusive.

To sum up, before this course, I used to think that learning is a one- method -fit- all process. However,  the individualistic learning styles taught me that custom designing the learning process like customizing the text according to the learner's level,  pacing the speed of learning to learners' convenience help in effective learning outcomes.

Being exposed to different collaborative and personalised tools and platforms for writing( ex: padlet, google docs, online forums,wattpad, tumblr), I understood that we can use the digital space as a collaborative platform to provide feedback and offer suggestions to improve the quality of writing. The fact that tools like grammarly and other ai tools could check for grammar and overall correctness and help in idea generation for writing at the beginning stage, let me off all the manual troubles.

I also learnt that Ai tools help in different stages of writing- pre -writing ( mind mapping tools) for brainstorming, during writing ( in organization), before submitting( its accuracy and creative flair of the writing, its tone, improving level).

Before this course, I used to look at writing as just a manual task of going through different stages of production to submission and then to assessment.

However, the exposure to the online tools helped me realize that I myself can use those tools at different stages of writing and get them assessed and receive immediate feedback.

How it could be taught differently: The Teaching instructions were at a very surface level. Understanding was very vague.Longer sessions of group discussion felt extremely boring and a tedious process. The teacher could engage more with the students ensuring better explanation and students' learning preferences. Also, More guided instructions from the teacher could have been given on the advanced stages of writing. It would be great if the teacher could discuss the problems the students faced during their demonstration on this topic, and offer more plausible solutions to them. Use of different tools for different fields of writing could have also been explored.

Before attending this lecture, I looked at listening as a time consuming process. I was held up in the loops of listening practice sessions—oftentimes out of context.

However, after this lecture, I was exposed to the tools that we can use to improve listening in a strategic way. Tools and platforms like Edpuzzle, duolingo, British Council and BBC learning English platforms offer a great deal of audio tapes which we can listen on loop, slow down or speed up the audio speed and pause for better understanding. I learnt that we can embed questions into an audio/video clip which will stop automatically and ask the learner some questions to check for understanding( ex : edpuzzle). Moreover, one can practice pronunciation rhythm and patterns from Duolingo audio lessons. It will provide instant feedback.

Earlier, I used to leverage all these advantages on Youtube without knowing their theoretical perspectives.

However, as I read more into the SLA theories, I understood that the design principles of these tools are very much intentional. For example, the features of repetition, speed customization, pause, inferencing — all cater to the cognitive development and information processing by the learner during the learning session.

However, the teacher could have discussed the issues the students faced in their demonstration on this topic. More guided and effective instructions could have have been given while introducing the tools because the use of most of the tools seemed very perplexing.

However,  the introduction of technical tools for teaching speaking tools seems to have come to our rescue in this respect. Moreover, using the VR technology, we can travel to simulated places to engage in conversations with the native speakers. This way, we can get instant feedback on our intonation, pronunciation,  grammar etc. We can also be provided with necessary vocabulary while talking.

Before, I used to think that it is a must to have a speaking partner to have a conversation in English. I thought conversations were only possible in the classroom through role-plays and presentations. However, Tech showed that speaking practice can be done independently, outside of class, with personalised feedback even without the teacher's presence. It made speaking more enjoyable a task for introvert students. To add on, the interactive forums online also help greatly to look for a speaking partner. This refers back to the interactive principles of sociocultural theory in SLA. Tools like Hello talk, Elsa Speak and Langua provide us linguistic feedbacks and provide assistance as speaking partner. Through them, we can also practice our presentations and job interviews to hone on our skills. Another tool "FluentU" provides movie clips for the learners to be familiar with the use of language in context.

How it could be taught differently : More tools could be explored. Some students struggled understanding the use of tools for this purpose. I also faced the same. This shows that the  teacher's guidelines were not understandable. Instructions were not clear enough to make us feel confident in our use of the tools. It could have been better if the teacher held immediate  practice sessions,  solve students' problems after theoretical discussions, rather than directly moving onto demonstrations.

With the recent invention of AI assisted tools, we get to learn vocabulary and grammar in the best possible way through flashcards, quizz, repeated practice, contextualised uses and games etc.

The traditional method for vocabulary and grammar learning was just about memorization from text books and Dictionaries, totally out of context.This was a rather tedious process. However, tech made it fun and interactive.

The beautifully designed flashcards(british council.org), games, word searching hunts and word puzzles(wordwall, edpuzzle, word search) not only teaches but also helps in memory retention for prolonged period of time. They provide challenges and rewards to keep the learners hooked in the learning process. Students find them very interactive and visually appealing. The feel like they are learning language unconsciously, like L1.

To conclude, the integration of technology in Vocabulary learning seems fun and engaging, however I found it to be effective for only learners at the beginner level. Moreover, it is a matter of continuous practice and long time commitment to learning which is not possible always. I would love to see more use of tools that work for learners at B2-C1 level within shorter period of time. As for the grammar part, I wish there more exploration into the syntax and grammatical nuances of scholarly writing through the use of tech.

However, the class on language learning on online platforms reinforced my language learning process and helped me take a closer look at the features of these online tools.

I learnt that we can also leverage the advantages of these tools as language learners. We looked at the features of zoom that we can use for online learning. The feature "breakout rooms" makes it easier for collaborative learning. Another feature "non verbal feedback icons" like -waving helps the teacher gauge students' understanding, confusion without interrupting the teaching flow.

I found the chat feature to be effective and inclusive for students who feel shy to talk in the class. Moreover, the recording and transcription feature of zoom makes language learning even more effective giving the learner the opportunity to pace his/her learning.

Before attending this class, I only knew of joining classes, muting and unmuting, but this class gave me new insights into the effective use of zoom's other interactive features. Moreover, I learnt how to use the "screen share" feature in a fun and engaging way using tools like kahoot and mentimeter. The word cloud feature and quizz competition features in them could be used effectively to display on my screen so that the learners can see what is happening. Also, the features of polls make it easier for formative assessment of students' understanding.

However, I also learnt of the possible challenges that come with online teaching and learning like

Class monitoring problem, internet issues, security issues etc.

I received insights into the possible solutions to the problems like- conducting trial sessions, creating short lessons, providing joining id, and code, telling the user to keep personal details unrevealed.

How it could be taught differently: Even after having multiple sessions through zoom and other platforms, students still struggle understanding technical issues like screen sharing, features of breakout rooms etc. Those problems could be examined in details as to why they occur and how a student can come up with solutions by himself /herself when such problems occur. Lastly, the technicalities behind the integration of one online tool into another could be looked into with more details.

However, the real implications of this term stretch beyond its simple definition. It rather extends its definition into the principles to be considered while designing  blended courses and conducting digitally synchronised classes.  It draws on different  language course  design principles and SLA principles( Thornbury's) like maintaining inclusivity, quality( how well things have been designed) quantity( time proportion for online and offline teaching)cultural sensitivity etc to ensure its effective implementation.
For example: The inclusivity principle makes sure it blends online and face to face  learning.
Adaptivity makes sure students can adapt to the tools easily, noticing principle makes sure that the learners notice their progress and correct their mistakes, scaffolding helps them understand a topic better and activates their schema. I also learnt that paying attention to the local cultures in terms of context appropriacy of the materials and tools is significant. Sometimes, learners might be reluctant to participate in online learning and they might not be ready. This proposes "anonymous " participation as a design principle adaptation .  Keeping these things in mind we can come up with better solutions as to what should the teacher and learner roles be, what tools to choose, what materials will be effective for what context.

After this class, I used a few tools for teaching language. Now I understand that each tool is designed purposefully for delivering effecting learning outcomes. All the inputs serve clear cognitive and linguistic purpose.

How it could be taught differently :  The unspecified definitions, different conceptualizations and models related to this topic made it an overtly complex issue. Teaching was vague. Comparison between the conceptualizations and design principles with the ELT tools could clarify the confusions.

Before this class, I was aware of the theoretical underpinnings of second language acquisition. After this class, I could get exposure into their practical implementation.

As I explored the gamified tools for language learning, I found that SLA principles are followed to design those tools like Duolingo, LinQ, kahoot, wordwall and mentimeter. Gamified elements like points and rewards giving upon the completion of a lesson reinforces the learning process and keeps the learners motivated. "Levels " feature  helps gauge learning progress. Including leaderboard  shows learners ranking, boosting confidence. It fosters healthy competition.  It also refers back to my previous knowledge of sociocultural and collaborative learning theories which say that learning is possible through collaboration and discussion with others.

Also, the urge to maintain streaks makes the learners persistent. Instant feedbacks also help greatly in letting the learner identify the mistakes and correct them immediately.

Suggestions: These gamified elements seems to work for beginner language learners. I would love it more if the teacher explored more into their effectiveness to teach language to higher  intermediate level language  learners. Moreover, the streaks and level progression features make learning a tedious process and a matter of long term commitment . Hence, I would  love to learn if they are effective for short time language learning goals and what could be done to achieve that.

After this class, I learnt the difference between corpora and concordances. I learnt that corpus is a large collection of written and spoken texts, whereas concordance is a tool that displays words in context from a corpus. In this sense, they are complementary to each other in teaching language skills. The advantages of using Corpora and concordances are multi folds. For example: they provides the learners with learning autonomy, authentic language exposure and develops their critical and analytical thinking because the learners dissect the language samples found on these platforms.

They are perfect for improving vocabulary, grammar, reading, writing skills in context. For example: Whenever a student looks up a word on a corpus, the Concordance tools show its usage across different texts in different contexts.

Suggestions: The class was mainly focused on materials reading on this topic. However, there could have been hands-on practice sessions from the teacher's end to explain the use of concordances in designing vocabulary and grammar exercises. Corpus based writing samples could have been compared to improve the quality of writing. This would enable the students to also do the same.

It shows us how one can learn language anywhere, anytime, even without the presence of a teacher. The purpose of this is to enhance language learning experience making it more immersive and in context.

We can use  both of these technological inventions for improving the different skills of language. For example, if a student points his/her phone at the book, the AR technology will start explaining it in real time, it can also add pictures or tutorial links that supports the understanding.

As for VR, the students can wear headsets to land into simulated reality where learners can interact with native speakers of English from anywhere of the world. Before learning about this topic,  I was aware that VR takes us into new worlds, but I didn’t know that it could also be used to teach language. It is interesting to have learnt that even after sitting at my home, I can have simulated experience of sitting at a cafe in USA to have conversations in English. Moreover, Practising presentations in English infront of VR audience seems to be a boon to the shy students. 

However, the cost, affordability, classroom adaptability and pedagogical effectiveness are to be considered in the effective adaptation of AR and VR in our language learning journey.

How it could be taught differently : The lecture on this topic could not be completed due to recurrent technical issues. Lecture was provided on a very surface level. My understanding was vague.The difference between AR and VR could have been explained more explicitly,  and their adaptation across all the language skills could have been explained in a more practical way. A few free tools could have been explored. The teacher could have taught this significant topic taking time. Moreover, taking the class right before exams hindered my understanding as I did not have enough time to intensively go through the materials. This could have been avoided.

Social media helps the learners providing authentic language inputs through vlogs, posts, podcasts etc.  Moreover, students across the globe can connect with each other through online discussion group and forums on platforms like facebook, instagram, wattpad, tumblr, Reddit and Quora. Students can also conduct micro teaching through bite sized lessons on vocabulary, grammar, writing and speaking tips. Platforms like wattpad and tumblr help greatly in enhancing Writing skills through feedback. To add on, the visually appealing features like images,videos, colorful texts and fonts attract the learners more. 

Another significant aspect of social media learning is the use of hashtag. Learners can use hashtag before any text to look for resources and share them. Ex:#LearnEnglish

Before this, I used to use social media only for learning vocabulary from the Daily star editorial groups. But, after this class, the communicative and socio-cultural theory of SLA made me dive deeper into the collaborative learning platforms on social media. This enhanced my understanding and learning strategies.

Suggestion:  We could explore what goes into the  creation and management of an actual social media campaign in English, integrating peer review, and reflection. Oftentimes, these sort of things are seen online, but we have limited exposure to them.

The fact that learners can learn anytime, anywhere makes it look quite lucrative to both the teachers and learners. Students can access materials and lessons from anywhere within seconds from different online platforms. 

Through the discussion on this topic, I came to know that MALL has gone through multiple phases of evolution to ensure maximum user experience. The latest developments of MALL include contextual learning, multimedia features, gamified apps and AR -VR technologies.
Previously, I would use dictionaries and grammar books to learn vocabulary and grammar. With the integration of AR in MALL, I can now learn words in context. I can upload pictures of anything I do not understand and AR will direct me to links that will explain me the topics. Moreover, VR  technology has made it extremely easier to look for speaking practice partner. Also, I can upload my writing samples and it assessed by AI technology through phone. 

Suggestion: Nothing much. Since this topic is related to the other topics (use of Technology for teaching Language Skills), the recommendations are the same that I provided for those topics.

What I learnt : I learnt that AI is a boon for designing personalised lessons and materials for the students in a fun and engaging way. For example : AI can conduct needs analysis, design courses,syllabuses, develop materials, create personalised lessons and activities, provide instant feedback, give rewards, evaluate learning, and assess learning progress. It has helped us come out of the traditional way of learning and teaching. It is useful for both the teachers and the students.

How it connects to my learning :

previously, I was aware of all the study skills needed for Reading, Writing, Listening and Speaking. However, without the use of AI, those seemed to be too tedious a process to continue with. But after this class, I understood how we can use different AI tools to save time. For example: we do not need to carry a physical dictionary with us anymore —we can use tools like Duolingo, kahoot, wordwall to learn vocabulary in a gamified way. They use flashcards, images and spaced repetition techniques to make learning interesting. Moreover, AI can direct us to a vast collection of texts on copus sites through concordance tools so that we can be familiarised with different writing genres, styles and structures. Different writing tools like grammarly and others help us check our grammar and creative flair of the writing piece. Finally, AI tools also help us in Listening and speaking practice anywhere, anytime with anyone. VR technology helps us find speaking partners.

However, though this class was informative and reflective, the teacher could create a complete lesson plan, develop materials, design sample curriculums and syllabuses so that we could be prepared for future projects.