I learned that digital literacies are the skills where we need to use computers, phones and the internet. They include reading online information, writing posts and using images. I also learned this skills change with new technology, so we must keep learning. They include reading, writing, searching, evaluating and creating in digital platforms. I also learned that they are not fixed and keep changing as technology evolves.

This connects with my own use of technology for studying communicating, chatting as well as searching. I often searched online news, videos without knowing that these are digital literacies. I sometimes see fake news or use pictures online. Now I understand these are part of digital literacies, and I need to be careful with what I read and share.

The class was effective and engaging. However, this topic could have been taught with more classroom activities where we could practice skills directly, like checking fake websites or remixing media or texting. Fun activities like spotting fake sites or choosing safety images should help. In this way, we could practice directly and see how digital literacies are useful in daily life.

I learned that digital citizenship means using technology safely, fairly and responsibly. It has nine parts like access, literacy, law, rights, etiquette, health, security, communication and commerce. I also noticed that a reliable scale was made to measure students digital citizenship level, which was very interesting to know about.

This relates with my daily life because I often use the Internet for study, news, entertainment, shopping and social media. I already know about online safety and being respectful online as well as avoiding unwanted occurrences. Now, I see that this habits are part of being a digital citizen in the modern world.

I believe that the topic could be taught in a simpler way with real life examples, activities like role-plays or checking online rules would help us and sharing stories about safe and unsafe digital behaviour would also make the idea of digital citizenship easier to understand. Although, the class assessments were impactful for learning.

I learned that technology helps us improving all areas of language learning through behaviourism, constructivism, CLT, TBLT etc. In addition, I gained knowledge about CALL and TELL. Tools like computers, mobiles and multimedia make lessons more engaging and effective. Technology supports us to build our skills such as reading and writing, listening and speaking. It also helps us with sub-skills such as, grammar and vocabulary and problem-solving in learning English as well.

I have already seen how technology like videos, online classes, and apps makes learning easier and more enjoyable. I have also used digital tools to practice vocabulary and pronunciation. This study connects with my experience because it confirms that technology creates better opportunities for communication and language learning. Moreover, in the pandemic of COVID-19 and afterwards, we could learn through technology while offline classrooms were unavailable.

The topic could have been taught with more real examples of technology used in classrooms. Though, demonstrations of apps, games or online tools made the classes more practical. However, group discussion and activities would help to use actual digital resources. Though, we could see how it works in real learning situations.

I learned that technology can help second language learners by offering dictionaries, speeches, mobile apps. Different theories, like structural, cognitive and metacognitive, explain how people could read and technology supports this process. I also saw how sociocultural approaches encourage collaborative reading online.

I already knew that reading in second language is hard for many, specially with new words. I have used online dictionaries and apps to understand text better, to decode meaning, so that I can connect with the idea that digital tools make reading easier. So, my experience matched with the lesson.

The class could gave us more time to practice using technology to be able to compare the tools to see which works best for different reading problems. Activities could be added by us to share how we use the tools.

I learned that technologies specially online correction websites help improve writing and accuracy for second language learners. I didn’t know about some of the tools those had been shared in class. Students who use technology, perform better than those with only teacher’s feedback. I also learned that feedback given by teacher is important but technology can boost motivation and independence.

I faced difficulties in writing English, specially using grammar and vocabulary. I have used grammar and online spell checkers before, and they helped me correcting my mistakes quickly. This connects with my own experience of using technology as extra support to improve my writing skills.

This topic could have been taught with more real practice for a long time. Although, the lesson was engaging with the demonstration of online correction tools but more group activities with these tools could help us compare results and learn together rather than only few activities.

I noticed that technology makes listening practice more interactive and effective. Tools such as podcasts, videos, language apps webinars, speech recognition and even virtual reality give us access to authentic language and real world context. These tools improve comprehension of learners to diverse accent and provide immediate feedback.

I found that listening is one of the hardest skills in English language learning. I often use YouTube videos and language apps to improve my English listening. Moreover, I watched too many English movies, listened to English songs and podcasts for improving my listening skill. It connects with the idea that multimedia and podcasts help us because I also found it useful for practice in different context.

Since many tools were shown, the lesson could focus more on practice. For example, trying a podcast activity or a listening task in class would make it more engaging. Group discussions about which tool is most effective, could also help us reflecting on our learning experience.

I discovered that technology can make speaking practice more effective and motivating. Tools such as communication labs, speech recognition, software, podcasts and online conferencing help us improving pronunciation, fluency and confidence. These tools also give instant feedback that allow repeated practice and create real life speaking situations for us.

I have used apps like Google meet, Zoom, Busuu and Duolingo to practice speaking English as well as I recorded myself and listened back to my speech so that I can get the area of improvement by myself. I noticed that speak with online partners or using speech recognition improved my pronunciation. Technology makes practice more interactive and less stressful than traditional drills.

We were introduced with online tools in the class. But the class could include more live practice for example, we could role-play using video conference and we could compare different tools in small groups that would also help us decide which technology is more useful for our speaking skills. we did not get enough classes for this lesson as well.

I noticed that technologies such as crossword puzzles, close exercises, matching tasks and unscramble sentence can significantly improve second language learners grammar and vocabulary. I found that our improvement in modals, gerunds, infinitives as well as vocabulary topics like job and education, technology provides immediate feedback, motivate learners and encourage active dynamic participation. Accessibility through learning platforms such as Canva Also makes these activities easier for us to engage.

Technology aligns with my experience using technology like Quizlet and kahoot , where interactive games make learning grammar and vocabulary more enjoyable and memorable. I have noticed that when I practice language through games, I retain more words and structures than traditional memorisation.

The study could include more qualitative insights, such as interviews or focus groups to explore our emotional engagement and challenges with technology. Also, technology could provide different insights into real life activities based on grammar and vocabulary.

I learned that social media is not just for fun but also a powerful platform for language learning. It allows us to practice English by joining communities and build intercultural understanding. Language learning through social media is effective for grammar and vocabulary focusing on interaction and real communication as well.

This lesson connects with my own experience of using Facebook, YouTube, WhatsApp, Instagram to read posts, watch videos, listen to music and chat in English. I realised that social media can make learning more authentic, enjoyable and part of our every day life.

The class could be more effective by writing a short post, commenting politely or summarising a video in English. Group project such as creating blog on social media could keep us motivated while practising in real life.

I learned that corpora can be used in different ways to teach language. They help to make materials like dictionaries and grammar books, even course books. They can also be used directly in the class through tasks. Data-driven learning helps us to explore real examples of language by ourselves.

I have used dictionaries and textbooks with real life examples before, but I didn’t know they came from corpora. Now I see that corpora give the evidence of different ways that connects my past learning.

This topic could be easier with real life examples from corpus. small tasks like looking at concordance lines, would help. Practice with simple tools would make the ideas clearer. If we could get more time for practicing, it would be helpful.

I learned that blended learning combines face-to-face teaching with technology to improve language learning. It has many models and benefits but it’s success depends on good design, teacher, learner support and context. It is not simply about using computers but about teaching balance as well.

I have seen online classes and traditional classes separately but blended learning reminds me that both can work together. I know how online tools give flexibility and face-to-face learning gives the interaction. This shows that combining both could be more effective for learning.

This topic could be taught with designing a short blended lesson by ourselves. Discussing blended learning in small groups and writing about challenges and benefits after trying blended activities would help.

I learned that Zoom, Google Meet can be used as a powerful tool for online language learning. They have features like breakout rooms, polls whiteboards and chat that help classes interactive. I also learned about challenges such as screen fatigue, security issues and less natural student interaction.

This connects to my experience of online learning during the pandemic. I have used Zoom and Google Meet for classes and I remember feeling both engaged and bored at the same time. I know how breakout rooms can help group work but sometimes it was difficult to stay focused or to communicate naturally.

This topic could be taught by letting us run mini activities using zoom and Meet tools. We could explain features to our peers. After taking classes using both, we could ask which tool works best.

I learned that gamification and game-based learning are not the same. Gamification adds game elements like points and rewards into normal tasks, while game-based learning uses full games for teaching. I also learned that both can increase motivation and make learning more active, engaging and enjoyable.

This connects to my own experience of using apps and games in learning. I have used language apps like Busuu that give badges and points which is gamification. I have also learnt through full games in class like kahoot that plays all quizzes, matching etc. Both experiences showed me learning can be fun and meaningful.

For making the classroom more enjoyable, we could discuss what we learned, challenges faced, and strategies used. We could try offline games in real life as well.

This relates to my experience with learning through videos and games. Like watching videos helped me understand topics better. Using AR and VR helps us to grow our small interaction than only focusing on the theories.

The topic could be taught more effectively with real life demonstration. Teacher could let us try the real apps during class instead of only explaining them. Step-by-step practicing, group work would make it easier to understand and feel confident using the technology. It would be better if there was no technical issues during the class for our better understanding.

It connects with my own experience using AI tools for practice. I already knew technology helps in learning but AI can adapt to individual needs, support collaboration, and reduce our workload, making learning more effective and engaging

Our teacher could teach using AI in classrooms through workshops, and short demonstrations for making the learning more clear.