My Language 4 Self-assessment 2025

With the semester about to end, I started to realize how much I have improved in many ways and how many of the things I didn’t understand at the beginning of this assignment I can now say that I (kind of) understand. With less than a month left of this semester, I began to think about my progress, to compare my work, and even to listen to audios from my first year. It was surprising to notice how some of the doubts and problems I had before have now become some of my strongest points.This semester has been one of the most difficult of them all. Phonetics had never been my strong point, but this semester was even harder for me, mostly because there were many new topics and very little time to study or review them. On top of that, the quizzes and the many weekly assignments made phonetics feel extremely overwhelming. There were moments when I felt stressed and unsure if I was going to keep up. However, even with all those challenges, phonetics will always have a special place in my mind.Despite the difficulties, phonetics has helped me a lot, especially with my pronunciation and my pace of speech. I can now speak more clearly, and I feel more confident when communicating in English. My vocabulary has also expanded thanks to this subject, and I have learned to recognize sounds that I never paid attention to before. These small but meaningful improvements remind me that learning takes time, patience, and consistency.Looking back, I feel proud of the effort I put into this semester. Even though it has been exhausting, it has also been rewarding. I now understand that progress is not always easy to see, but it becomes clear when you compare who you were at the start with who you are now. And for me, that is one of the most valuable lessons I’m taking from this experience.

Task 6 reflecting on Ai tools for English language educators

Article

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. Where are the educators? International Journal of Educational Technology in Higher Education, 16(39), 1–27. https://doi.org/10.1186/s41239-019-0171-0A.

Citation and Summary:

The article reviews studies on AI in education, highlighting four areas: administrative automation, adaptive learning, intelligent tutoring, and learning analytics. It concludes that most research focuses on technology rather than teachers’ roles in AI use.B.

Key Concepts and Tools

Main tools: adaptive learning systems, chatbots, and intelligent tutoring programs.In English teaching, these tools personalize learning, assess progress, and simulate real communication.

C. Critical AnalysisStrengths: Clear overview of global AI research.

Limitations: Limited focus on teachers’ perspectives.

Contribution: Deepens understanding of AI’s potential in personalized learning.

Gaps: Few practical classroom examples.

D. Pedagogical Reflection

could use AI chatbots and grammar-checking tools to support writing and speaking.Challenges include lack of training and overreliance on technology.AI will make English learning more adaptive, but teachers remain essential.

E. Personal ResponseI was surprised that teacher perspectives are often ignored.I agree with the authors: AI should complement, not replace, educators.