Task sheet 6 - Putting things together - Tài liệu tham khảo môn Tiếng anh ( TA8 ISW) | Đại học Hoa Sen

TASK SHEET 6: SYNTHESIZING & REFERENCING PRACTICE 1A
Read the following extracts. Answer the questions.
1. What topic are they discussing? …
2. Under the column ‘Notes’, take notes of the key ideas that support/are relevant to the
topic. Paraphrase where possible. Originals Notes A
"The use of mobile applications in English language teaching provides
opportunities for students to learn anytime and anywhere, which in turn has a
positive effect on their motivation and willingness to participate in class
activities. Mobile applications can make language learning more interesting
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 times as they like until they achieve mastery."
(Liu, M., & He, L. (2017). Mobile-assisted language learning in English language
teaching: A literature review. Journal of Educational Technology Development and Exchange, 10(1), 1-14.) B
"The use of educational tools in English language teaching can significantly
improve students’ satisfaction with their learning experience. Educational
tools can provide a more interactive and engaging learning environment,
which can enhance students’ motivation and interest in learning. They also
allow students to learn at their own pace and provide immediate feedback,
which can help them identify and correct errors more efficiently. Educational
tools can also facilitate collaborative learning and interaction among students,
providing opportunities for peer-to-peer learning and the sharing of ideas and knowledge."
Chen, Y.-L., & Huang, H.-H. (2016). An investigation of the use of educational
tools in English language teaching. International Journal of Information and
Education Technology, 6(11), 869-872. doi: 10.7763/IJIET.2016.V6.767 C
"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)
Sun, Y.-C. (2018). The effects of integrating educational technology in language
learning. Journal of Educational Technology Development and Exchange, 11(2), 1-16. D
"Mobile devices enable collaborative learning and interaction among learners,
providing opportunities for peer-to-peer learning and the sharing of ideas and knowledge" (p. 2).
Hsu, C.-K., & Wang, C.-Y. (2019). The effects of educational technology on
English learning: A literature review. International Journal of Distance
Education Technologies, 17(2), 1-19. doi: 10.4018/IJDET.2019040101
(Please note that the provided texts and references above are made up for the purpose of learning.) PRACTICE 1B
3. The following passage synthesizes the 4 extracts above. Complete the passage with the
suitable key words from your notes.
The use of technology, specifically mobile applications and educational tools has been increasingly
integrated into English language teaching in recent years. Liu and He (2017) claims that mobile applications
allow students to learn anytime and anywhere, leading to increased (1) ___________________ to
participate in class activities. These applications can also (2) ________________________ learning and
allow students to focus on areas where they need improvement. Educational tools, as found by Chen and
Huang (2016), create a more (3) ________________________ learning environment, leading to higher
student satisfaction and motivation. Additionally, educational tools allow for (4) _____________________
learning, peer-to-peer interaction, and (5) ________________________ for error correction. This aligns
with the findings of Sun (2018), who states that mobile devices provide immediate feedback to learners,
aiding in prompt and efficient error correction, and (6) , who maint
________________________ ains that
mobile devices enable collaborative learning and knowledge (7) ________________________ among
learners. In conclusion, the use of mobile applications and educational tools in English language teaching
has shown significant potential in improving motivation, engagement, satisfaction, and efficiency in the learning process. PRACTICE 1C Analyze the synthesis above.
4. Underline in-text citations. Circle reporting/ referencing verbs.
5. Highlight the authors who share the same ideas yellow.
6. Highlight their shared ideas green. PRACTICE 1D
7. Add the reference list for the synthesis above. Make sure you follow APA citation guidelines. PRACTICE 2
Read the following extracts and follow the steps above to write a 150-word synthesis. Originals Notes A
"The results of the study revealed that the students had positive
attitudes towards the use of educational tools in English language
learning; however, the effect of educational tools on their learning outcomes was limited" (p. 25).
Aliakbari, M., & Jamalinesari, A. (2016). The effects of utilizing
educational tools in English language learning. Procedia - Social
and Behavioral Sciences, 232, 386-391. doi: 10.1016/j.sbspro.2016.10.056 B
"Mobile devices enable collaborative learning and interaction
among learners, providing opportunities 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).
Hsu, C.-K., & Wang, C.-Y. (2019). The effects of educational
technology on English learning: A literature review. International
Journal of Distance Education Technologies, 17(2), 1-19. doi: 10.4018/IJDET.2019040101 C
"The cost of implementing educational 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" (p. 40)
"Moreover, teachers and students require specialized training to
use educational technology effectively. Teachers should learn how
to integrate technology into their curriculum and pedagogy, while
students need to be familiar with the devices and software used in the classroom" (p. 62).
Chen, Y.-L., & Huang, H.-H. (2016). An investigation of the use of
educational tools in English language teaching. International
Journal of Information and Education Technology, 6(11), 869-872. doi: 10.7763/IJIET.2016.V6.767
(Please note that the provided texts and references above are made up for the purpose of learning.) PRACTICE 3
Read the extracts below and, in a paragraph of not more than 250 words, discuss the
advantages and disadvantages of globalisation.
1. Globalisation is the tendency for the world economy to work as one
unit, led by large international companies doing business all over the
world. Some of the things that have led to globalisation are the
ending of trade barriers, the free movement of capital, cheap
transport and the increased use of electronic systems of
communication such as the Internet.
(From: Longman business English dictionary, published in London by Longman in 2000.)
2. These new channels of communication have helped spread a
homogenous and largely commercial culture. Disney movies are
children's food the world over. Barbie dolls, fast-food restaurants,
hip-hop music and corporate-driven, American-style youth culture
attract millions of new converts from the bidonvilles of Abidjan, Côte
d'Ivoire, to the wealthy suburbs of Sydney. Alternatively you can now
find a dazzling variety of 'ethnic' foods - including Thai, Szechwan,
Mexican and Indian - throughout Europe, North America and
Australia. In fact, many residents and visitors to Britain believe
globalisation and the resulting 'fusion' of cuisine is the best thing to
happen to English cooking in the past 500 years.
There is every reason to believe this global exchange of people,
products, plants, animals, technologies and ideas will continue into
the future. The process of change is unstoppable. And that is not
such a bad thing. In many ways it is a positive process containing
the seeds of a better future for all the world's people. Globalisation
cannot help but be a positive force for change if we come to
recognize the common thread of humanity that ties us together.
However, gaps between rich and poor are widening, decision-making
power is concentrated in fewer and fewer hands, local cultures are
wiped out, biological diversity is destroyed, regional tensions are
increasing and the environment is nearing the point of collapse. That
is the sad reality of globalisation, an opportunity for human progress
whose great potential has been thwarted. Instead we have a global
economic system which feeds on itself while marginalizing the
fundamental human needs of people and communities.
(From an article by David Ransome called Globalisation - an alternative
view. It was in the magazine: New Internationalist, in 1997. It was in volume
296, and the article was on pages 7-10. This quotation was from page 8.)
3. Globalisation is a new word which describes an old process: the
integration of the global economy that began in earnest with the
launch of the European colonial era five centuries ago. But the
process has accelerated over the past quarter century with the
explosion of computer technology, the dismantling of trade barriers
and the expanding political and economic power of multinational corporations.
(This is from a book called: The no-nonsense guide to globalisation by
Wayne Ellwood. It was published in London by Verso in 2001. The quotation is from page 12.)
4. Globalisation is increasing inequality and poverty worldwide as
national governments lose the ability to control their development
strategies and policies. Political solutions are needed to reinvigorate
democratic control both North and South. But political reforms need
to be combined with particular mechanisms for structural reform. In
combination these should put meaningful employment and human
rights at the heart of economic policy, boost local control and
decision-making, and restore the ecological health and natural capital of our planet. (This is also from: .
The no-nonsense guide to globalisation This quotation is from page 107.) Guides for writing
1. Step 1: Reading. Use three different highlighters for definition, advantages and
disadvantages of globalization. Only highlight key words.
2. Step 2: Note-taking. Take notes of relevant ideas. Use paraphrasing and summarizing skills.
3. Step 3: Outlining. Group the ideas of the same categories, i.e., definition,
advantages, disadvantages. Don’t forget to note the sources of the ideas. Notes - Globalization Definition … Advantages … Disadvantage …. s
4. Step 4: Writing. Now combine the ideas together, using paraphrasing,
summarizing and quotation (sparsely) with appropriate APA in-text citation. Add
transition words to make your ideas logical. Then, add a meaningful concluding sentence.
5. Step 5: Proofread and make a reference list. PRACTICE 4
In a paragraph of not more than 250 words, answer the question: How many
languages are there in the world? Using in-text citations and references following APA style.
First, read the extracts and take notes.
Then use these guiding questions to help structure your paragraph.
1. Which article can be used to set the background that the number of languages
spoken in the world is unidentified? Write one sentence. …….
2. According to article 2, what makes people speak differently? Write one or two sentences. ……….
3. Do article 3 and article 4 share the same view? Write one or two sentences to
show the agreement or disagreement between the 2 articles. ………
4. Now put all of the sentences together in one paragraph that answers the
question. Add transition words to make your ideas logical. Add a meaningful concluding sentence. ………
5. Check the use of citation and make the reference list.
1. There is no agreed total for the number of languages spoken in
the world today. Most reference books give a figure of 4,000 to
5,000, but estimates have varied from 3,000 to 10,000. To see
why there is such uncertainty, we need to consider the many
problems facing those who wish to obtain accurate information,
and also the reasons (linguistic, historical and cultural) which
preclude a simple answer to the question "What counts as a language?"
(Written by David Crystal, on page 284 of The Cambridge
encyclopaedia of language. It was published by Cambridge University
Press, in Cambridge, UK, in 1987)
2. All speakers of English can talk to each other and pretty much
understand each other. Yet no two speakers speak exactly
alike. Some differences are due to age, sex, state of health,
size, personality, emotional state and personal idiosyncrasies.
That each person speaks somewhat differently from all others
is shown by our ability to recognise acquaintances by hearing
them talk. The unique characteristics of the language of an
individual speaker are referred to as the speaker's idiolect.
English may then be said to consist of 400,000,000 idiolects, or
the number equal to the number of native speakers.
Beyond these individual differences, the language of a group of
people may show regular variations from that used by other
groups of speakers of that language. When the English spoken
by speakers in different geographical regions and from different
social groups shows systematic differences, the groups are said
to speak different dialects of the same language. The dialects of
a single language may thus be defined as mutually intelligible
forms of that language which differ in systematic ways from each other.
(From: An introduction to language, by Victoria Fromkin and Robert
Rodman. The book was written in 1983 and was published by Holt-
Saunders in New York. The extract comes from page 245.)
3. A further point that has become clear as a result of the
investigation of regional dialects is the impossibility of drawing a
sharp line of demarcation between dialects of the same
neighbouring languages. In those areas of the world where
there have been frequent changes of political boundaries or
where the principal lines of trade and communication cross
political boundaries, what is generally regarded as a dialect of
one language may shade more or less imperceptibly into a
dialect of another. For example, there are dialects spoken on
both sides of the Dutch-German border which are equally close
to (or equally remote from) both standard Dutch and standard
German. If we feel that they must be dialects of either the one
or the other language, we are victims of the traditional view of
the relationship between language and dialect. It may be added
that judgements on questions of this kind are only too frequently
influenced by political or nationalist prejudices.
(From John Lyons: Introduction to theoretical linguistics, published in
1968 by Cambridge University Press in Cambridge. The extract can be found on page 35.)
4. It should also be made clear here that, mutual unintelligibility is
not evidence that the "native" language or mother tongue of two
speakers is not the same. For, as in the case of Mandarin,
Chung King and Cantonese dialects of Chinese, and many
dialects of Arabic, it is entirely possible that people can be
native speakers of the same language and yet not understand each other.
(From: An introduction to language and communication, page 137.
This book was published in 1994 by MTI Publications. It was published
in Cambridge, UK and was written by Ashley James, Jane Richards and Harry Roberts.)