ADVANCED

ACADEMIC ENGLISH
SKILLS
(ULAB 2122)

EXAM SAMPLE

2018/2019
CONFIDENTIAL 2 ULAB2122

Instruction: Read Text 1 and Text 2.

Text 1

Digital Distractions in the Classroom

I It is common to see people using their personal digital devices in places like
stores, parks, and on public transportation. So, why is it less acceptable to use these
devices during lectures? Campbell (2006) argued that the college classroom is a unique
place, serving as a space for both individual and community learning, which together
contribute to a collectively focused social gathering. He added that there is more at
stake with an interruption of learning by digital devices than when one might be out
grocery shopping or riding the bus. Thus, the use of digital devices in the classroom is
often considered a nuisance due to their negative implications on both the individual
and the class.

II It is undeniable that using digital technology for purposeful educational activities

in the classroom has many benefits such as engagement with language, engagement in
lecture, and increased connections to content (Piraino & Wilson, 2015). Additionally,
having access to learning apps, platforms, and nearly infinite amounts of information
can also provide for engaging instruction and meaningful student learning. However,
not all technology used in class is beneficial. The constant digital connection is creating
an environment where students toggle back and forth between their real and virtual
experiences during a class session. Thus, when technology is used for non-course
related purposes, students’ technology use on their personal devices during class can
pose a distraction to themselves, their peers and instructors, which can result in
inhibiting engagement and learning.

III Lack of courtesy is the main issue related to the use of digital devices in the
classroom. As many college students are preparing for professional roles after college, it
is critical for them to understand personal digital device culture in the workplace.
Robles (2012) found that courtesy, which includes being respectful, having manners,
employing business etiquette, and being gracious, was more important to employers
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CONFIDENTIAL 3 ULAB2122

than interpersonal and teamwork skills, professionalism, work ethic, responsibility, and
positive attitude. Due to this, students are required to develop courtesy before they enter
the workplace, and their digital devices are not helping them achieve this goal. Thus,
college students need to understand that using digital devices in the classroom for non-
academic purposes shows that they lack courtesy toward their peers, instructor and the
learning session in general.

IV When it comes to college classrooms, having the ringer on a cell phone go off
during class or watching a student try to text discreetly under the desk can appear
disrespectful, both to the instructor as well as to the other students. In a study by
Bjorklund and Rehling (2010), students rated various classroom behaviours that impact
the unity and wellbeing of the classroom community on a civility scale with one being
civil and five being extremely uncivil. They found that students considered text
messaging and using a device for non-class related activities during class as somewhat
uncivil. Although students are aware that their cell phone use in the classroom is
discourteous, their desire for constant connection has overpowered them and they
continue to use their digital devices regardless of the situation.

V Not only can the use of digital technology be perceived as disrespectful to others,
but it can also distract those using it. Foerde, Knowlton, and Poldrack (2006) found that
when distracted, individuals have a harder time learning new things, and Sana, Weston,
and Cepeda (2013) point out that when multi-tasking, attentional resources are depleted
resulting in performance decreases. For example, Froese et al. (2012) found that
students who engaged in active text conversations during a PowerPoint presentation
leading up to a quiz had lower quiz scores by an average of 27 percent compared to
students who were not texting during the presentation. It is evident that the use of digital
devices disrupts students’ focus in class, and hinders their understanding of the lesson
which will prevent real learning from taking place.

VI Although using technology in the classroom can offer many educational benefits
(D’Angelo & Woosley, 2007; Campbell, 2006), students appear to be frequently using
their personal devices for activities other than enhancing their learning. Whether they
are texting, sharing photos, or surfing the web, students’ attempt at a simultaneous

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CONFIDENTIAL 4 ULAB2122

presence in both a real and virtual space can be both disrespectful to others as well as
personally distracting (Froese et al., 2012; Kuznekoff & Titsworth, 2013).
Consequently, students need to realize that their constant use of digital devices during
lectures are actually hurting their grades and preventing them from actual learning. If
students continue to be oblivious to this fact, then they are preparing themselves for
imminent academic disappointment. Thus, the real challenge for instructors is to help
students curb these disruptive activities not so much because they are required to, but
because they understand the importance of doing so.

Adapted from:
Seemiller, C. (2017). Curbing Digital Distractions in the Classroom.
Contemporary Educational Technology, 8(3), 214-231.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1148591.pdf

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CONFIDENTIAL 5 ULAB2122

Text 2

What Instructors Can Do About Student Cyber-Slacking

I College students today are avid users of mobile technology. Commonly referred
to as the Net Generation, these students spend several hours each day using their smart
phones, iPads, and laptops. Although some scholars initially believed that the Net
Generation would grow into technologically savvy digital natives who would leverage
their unprecedented access to technology for professional and academic betterment
(Prensky, 2001; Strauss, 2000), contemporary research has rejected the digital native
myth (Switzer & Switzer, 2013; Thompson, 2013). Instead, college students frequently
use mobile technology for off-task purposes while attending classroom lectures or
doing schoolwork outside of class – a phenomenon known as cyber-slacking. This
article provides educators with instructional strategies for curbing cyber-slacking.

II Although off-task behaviour is not a new phenomenon, the nature of how students
use mobile technology today has positioned cyber-slacking as a more potent distraction
source than those faced by previous generations of students. For instance, college
students have described how habitual use of social media and mobile devices has
created a situation wherein it is difficult to suppress this habituated behaviour while
attending classroom lectures or while doing schoolwork outside of class (Flanigan &
Babchuk, 2015). Similarly, college students indicated that habitually checking websites
(e.g. Facebook) for leisure purposes outside of the classroom makes it difficult to resist
the temptation to check these websites while using a laptop during class (Aagaard,
2015). Moreover, scholars have proposed that compulsive mobile technology use has
reached the point of addiction for many college-aged students (Griffiths, 2000, 2012;
Roberts et al., 2014). The addictive nature of mobile technology differs from traditional
forms of distraction, such as doodling or talking to a nearby student, that often arise
from situational influences such as boredom (Aldridge & DeLucia, 1989) rather than
from habit or addiction. Thus, chronic and addictive use of mobile technology has
rendered cyber-slacking a more tempting source of academic distraction for modern
students than the traditional distractions faced by students in previous generations.

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CONFIDENTIAL 6 ULAB2122

III In contrast to the aforementioned negative implications of technological devices,

putting such devices in the hands of students in an active classroom, where discussions,
small-group work, debates, and problem-based activities are taking place, decrease
classroom cyber-slacking while simultaneously enhancing attention and learning
(Dochy et al., 2013; Freeman et al. 2014; Meyers & Jones, 1993). However, sitting
passively during lectures, which is unstimulating and unappealing, result in boredom. In
fact, college students have reported feeling bored approximately 50 to 60 per cent of the
time while attending lectures (Goetz and Hall, 2014; Nett et al., 2011). Hence, they
often turn to their mobile device to obtain stimulation.

IV One effective way of cutting cyber-slacking is to introduce cyber-slacking

policies in syllabi. In fact, more than half of all college students surveyed agree that
such cyber-slacking policies in course syllabi reduce classroom cyber-slacking (McCoy,
2016) provided that instructors enforce and communicate the policy rationale to
students (Baker et al., 2012). However, failure to provide justification for cyber-
slacking policy might reduce policy credibility among students (Finn & Ledbetter,
2013). For example, over 60 per cent of college students surveyed by Berry and
Westfall (2015) reported that they would be less likely to use a cell phone during class
if a classmate is reprimanded (e.g. verbal warning) or punished (e.g. phone confiscation
or grade reduction) for the behaviour, which is agreed upon by other researchers as
effective strategies for combating cyber-slacking. Despite this, some instructors ignore
cyber-slacking, believing that their primary role is to deliver course content rather than
dictate behaviour (Flanigan & Babchuk, 2016). In fact, policing cyber-slacking impedes
classroom instructions and that students must regulate mobile themselves or pay the
consequences with lower grades. Although this viewpoint has merit, instructors should
recognize that even the best-intentioned students struggle to overcome cyber-slacking
temptations (Sana et al., 2013). Thus, although including and enforcing technology
policies might run counter to one’s teaching philosophy, such policies, rationales and
enforcements work to reduce student cyber-slacking.

Adapted from:
Flanigan, A. E. & Kiewra, K. A. (2018).
What college instructors can do about student cyber-slacking.
Educational Psychology Review, 30, 585-597. Retrieved from
https://link.springer.com/article/10.1007/s10648-017-9418-2

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CONFIDENTIAL 7 ULAB2122

Part 1 [10 marks]

Instructions: Answer all questions.

1. Based on the following excerpts, state the authors’ tone.

Text 1: “Consequently, students need to realize that their constant use of digital
devices during lectures is actually hurting their grades and preventing them
from actual learning. If students continue to be oblivious to this fact, then they
are preparing themselves for imminent academic disappointment.”
(Para VI, 7-12)
_______________________________________________________________
(1 mark)

Text 2: “In fact, policing cyber-slacking impedes classroom instructions and that
students must regulate mobile technology use themselves or pay the
consequences with lower grades. Although this viewpoint has merit,
instructors should recognize that even the best-intentioned students struggle to
overcome cyber-slacking temptations (Sana et al., 2013).”
(Para IV, 13-19)
_______________________________________________________________
(1 mark)

2. Identify the authors’ purpose in writing both texts.

Text 1: _______________________________________________________________
_______________________________________________________________
(2 marks)

Text 2: _______________________________________________________________
_______________________________________________________________
(2 marks)

3. Identify the authors’ stance/point of view in both texts.

Text 1: _______________________________________________________________
_______________________________________________________________
(2 marks)

Text 2: _______________________________________________________________
_______________________________________________________________
(2 marks)

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CONFIDENTIAL 8 ULAB2122

Part 2 [20 marks]

Instructions: In one continuous prose, write a critical response based on Texts 1 and 2 of not
more than 300 words. Your response should contain the following:
a) one (1) reason for students’ use of digital devices in the classroom from each text;
b) one (1) suggestion on how to reduce students’ constant use of digital devices in the
classroom from each text;
c) your own evaluation of the authors’ suggestions stated in (b).

*Note: Include proper in-text citation for (a) and (b)

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(20 marks)
END OF QUESTION

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ULAB2122 CONFIDENTIAL
 FINAL EXAMINATION ULAB2122
SEMESTER I SESSION 2018/2019

Text 1: Digital Distractions in the Classroom

Text 2: What Instructors Can Do About Student Cyber-Slacking

Answer Key

Part 1

Instructions: Answer all questions.

1. Based on the following excerpts, state the authors’ tone.

Text 1: “Consequently, students need to realize that their constant use of digital devices
during lectures is actually hurting their grades and preventing them from actual
learning. If students continue to be oblivious to this fact, then they are preparing
themselves for imminent academic disappointment.”
(Para VI, 7-12)
Answer: concerned/worried/cautionary/warning/advising
Accept any logical answer to this effect.
(1 mark)

Text 2: “In fact, policing cyber-slacking impedes classroom instructions and that
students must regulate mobile technology use themselves or pay the
consequences with lower grades. Although this viewpoint has merit, instructors
should recognize that even the best-intentioned students struggle to overcome
cyber-slacking temptations (Sana et al., 2013).”
(Para IV, 13-19)
Answer: Empathetic/ Sympathetic/Understanding/ Cautionary/ Advisory
Accept any logical answer to this effect.

(1 mark)

2. Identify the authors’ purpose in writing both texts.

Text 1: To inform/highlight (1m) the setbacks/negative aspects of students’ use of

technology in classrooms (1m)
Accept any logical answer to this effect.
(2 marks)
Guide for lecturers on where the answer is located:

Consequently students need to realize that their constant use of digital devices during lectures are actually hurting their grades and preventing
them from actual learning. If students continue to be oblivious to this fact, then they are preparing themselves for imminent academic
disappointment. (Para. VI, L7-11)
Thus, college students need to understand that using digital devices in the classroom for non-academic purposes show that they lack courtesy
towards their peers, instructor and the learning session in general (Para III, L9-11)

Not only can using digital technology be perceived as disrespectful to others, but it can also be distracting to the individual using it (Para V,
L1-2)

It is evident that the use of digital devices is disrupting students’ focus in class, and will hinder their understanding of the lesson which will
prevent real learning from taking place. (Para V, L9-11)

1
 Part 1

Text 2: To inform/explain/highlight the problem (1 m) and to advise/

suggest/recommend/offer solutions (1 m).
Accept any logical answers to this effect.
(2 marks)
Guide for lecturers on where the answer is located:

In contrast to the aforementioned negative implications of technological devices, putting such devices in the hands of students in an active
classroom, where discussions, small-group work, debates, and problem-based activities are taking place decrease classroom cyber-slacking
while simultaneously enhancing attention and learning (Dochy et al., 2013; Freeman et al. 2014; Meyers & Jones, 1993). (Para III, L1-5)

One effective way of cutting cyber-slacking is to introduce cyber-slacking policies in syllabi. In fact, more than half of all college students
surveyed agree that such cyber-slacking policies in course syllabi reduce classroom cyber-slacking (McCoy, 2016) provided that instructors
enforce and communicate the policy rationale to students (Baker et al., 2012). (Para IV, L1-5)

3. Identify the authors’ stance/point of view in both texts.

Text 1: The author asserts/believes that students’ use of digital devices in the classroom
has its setbacks.

(2 marks)

Text 2: The authors assert/believe/view positively in the enforcement of

cyber-slacking policies.

(2 marks)

Part 2

Instructions: In one continuous prose, write a critical response based on Texts 1 and 2 of not
more than 300 words. Your response should contain the following:
a) one (1) reason for students’ use of digital devices in the classroom from each text;
b) one (1) suggestion on how to reduce students’ constant use of digital devices in the
classroom from each text;
c) your own evaluation of the authors’ suggestions stated in (b).

*Note: Include proper in-text citation for (a) and (b)

2
Part 2
a) one (1) reason for students’ use of digital devices in the classroom from each text;
 Accept any ONE point from each text
Text 1
 Constant/ instant/ availability of digital
connection in the classroom, OR
 Lack of courtesy/disrespectful in using
digital devices for non-academic
purposes in the classroom
(Any one from the list: 1 x 1 mark = 1 mark)
Guide for lecturers on where the answer is
located:
Thus, the use of digital devices in the
classroom is often considered a nuisance due
to their negative implications on both the
individual and the class. (Para 1, L7-9)
The constant digital connection is creating an
environment where students toggle back and
forth between their real and virtual
experiences during a class session. (Para II,
L6-8)
Lack of courtesy is the main issue related with
the use of digital devices in the classroom.
(Para. III, L1-2)
Not only can using digital technology be
perceived as disrespectful to others, but it can
also be distracting to the individual using it.
(Para V, L1-2)
Whether they are texting, sharing photos, or
surfing the web, students’ attempt at a
simultaneous presence in both a real and
virtual space can be both disrespectful to
others as well as personally distracting (Froese
et al., 2012; Kuznekoff & Titsworth, 2013).
(Para VI, L3-6)
Text 2
 Habit of using mobile devices/attitude of
students (not technology), OR
 Addiction of using technology, OR
 Boredom
(Any one from the list: 1 x 1 mark = 1 mark)
Guide for lecturers on where the answer is
located:
For instance, college students have described how
habitual use of social media and mobile devices
has created a situation wherein it is difficult to
suppress this habituated behaviour while attending
classroom lectures or while doing schoolwork
outside of class (Flanigan & Babchuk 2015).
Similarly, college students indicated that
habitually checking websites (e.g., Facebook) for
leisure purposes outside of the classroom makes it
difficult to resist the temptation to check those
websites while using a laptop during class
(Aagaard, 2015). (Para II, L1-10)
Moreover, scholars have proposed that compulsive
mobile technology use has reached the point of
addiction for many college-aged students
(Griffiths 2000, 2012; Roberts et al. 2014). (Para
II, L10-12)
Thus, chronic and addictive use of mobile
technology has rendered cyber-slacking a more
tempting source of academic distraction for
modern students than the traditional distractions
faced by students in previous generations. (Para II,
L16-18)
In fact, college students have reported feeling
bored approximately 50 to 60 per cent of the
time while attending lectures (Goetz and Hall,
2014; Nett et al., 2011). Hence, they often turn
to their mobile device to obtain stimulation.
(Para III, L6-9)
3
Part 2
b) one (1) suggestion on how to reduce students’ constant use of digital devices in the
classroom from each text;
 Accept any ONE point from each text
Text 1
Students
 need to control their desire to use digital
devices for non-academic matters during class
time OR
 need to be more aware/courteous of their non-
academic digital activities which could disrupt
the classroom. OR
Instructors
 must play a more active role in helping
students to stay focus on task OR
 must inform students that it is
discourteous/unethical to use digital devices in
classroom for non academic purposes, if
students are still unaware of it.
(Any one from the list: 1 x 1 mark = 1 mark)
Guide for lecturers on where the answer is
located:
Although students are aware that their cell phone use in
the classroom is discourteous, their desire for constant
connection has overpowered them and they continue to
use their digital devices regardless of the situation. (Para
IV, L8-11)
It is evident that the use of digital devices is disrupting
students’ focus in class, and will hinder their
understanding of the lesson which will prevent real
learning from taking place. (Para V, L9-11)
Thus, the real challenge for instructors is to help students
curb these disruptive activities not so much because they
are required to, but because they understand the
importance of doing so. (Para VI, L10-12)
Consequently students need to realize that their constant
use of digital devices during lectures are actually hurting
their grades and preventing them from actual learning. If
students continue to be oblivious to this fact, then they are
preparing themselves for imminent academic
disappointment. Thus, the real challenge for instructors is
to help students curb these disruptive activities not so
much because they are required to, but because they
understand the importance of doing so. (Para VI, L11-13)
Text 2
Instructors
 need to engage students by having more
interesting/student-centered activities OR
 reprimand/punish students who use digital
devices for non academic matters OR
School Management
 introduce and enforce cyber-slacking policies
in the classroom
(Any one from the list: 1 x 1 mark = 1 mark)
Guide for lecturers on where the answer is
located:
In contrast to the aforementioned negative implications
of technological devices, putting such devices in the
hands of students in an active classroom, where
discussions, small-group work, debates, and problem-
based activities are taking place decrease classroom
cyber-slacking while simultaneously enhancing attention
and learning (Dochy et al., 2013; Freeman et al. 2014;
Meyers & Jones, 1993). (Para III, L1-5)
One effective way of cutting cyber-slacking is to
introduce cyber-slacking policies in syllabi. In fact, more
than half of all college students surveyed agree that such
cyber-slacking policies in course syllabi reduce
classroom cyber-slacking (McCoy, 2016) provided that
instructors enforce and communicate the policy rationale
to students (Baker et al., 2012). (Para IV, L1-5)
For example, over 60 percent of college students
surveyed by Berry and Westfall (2015) reported that they
would be less likely to use a cell phone during class if a
classmate is reprimanded ( e.g. verbal warning) or
punished (e.g. phone confiscation or grade reduction) for
the behaviour, which is agreed upon by other researchers
as effective strategies for combating cyber-slacking.
(Para IV, L7-11)
4
Part 2
c) your own evaluation of the authors’ suggestions stated in (b).

Accept any TWO points

Points that may be used to support the authors’ suggestions stated in (b)

1. Instructors need to plan and prepare interesting/student-centered learning activities that can
engage students’ attention
2. Instructors are not only responsible for imparting content knowledge but also moral values
3. Instructors need to be more forceful in enforcing rules and regulations of the use of digital
devices in the classroom
4. Students need to be more mindful of their action
5. Students need to become more civic minded
[to predict the implication of the suggestion in (b)]

6. Possible to be achieved if teachers are willing to implement all the suggestions made
7. Possible to be achieved if teachers are empowered to enforce the rules and regulations of the
use of digital devices in the classroom
8. Possible to be achieved if students are instill with moral values/civic mindedness at a young
age
9. Difficult to be achieved if teachers resent being made to implement the suggestions as they
might feel that they are already being over burned/it is not their responsibility
10. Difficult to be achieved if students view the imposed rules and regulations to not be
important/significant
[to predict the effectiveness of the suggestion in (b)]

11. Some suggestions are based on research findings and therefore have a higher probability of
being effective/reliable.
12. Findings of the study are related to human behavior, therefore the suggestions might or might
not work depending on context and culture

[to evaluate the reliability of the suggestion in (b)]

13. Some lecturers may be too strict with enforcing the policy as they could confiscate students’
digital devices. This may not go well with some students.
14. The execution of the policy may not be done properly by the instructor; for example,
confiscate, bar the use of device, penalize the students’ inappropriate use of digital devices
with their marks, embarrass the students by nagging/scolding/ berating at length/ singling
them out in class, impose fee to reclaim their devices; hence, students may resent the way it is
being carried out.

[to evaluate the appropriateness of the suggestion in (b)]

Accept any logical answers that support students’ answer in (b)

5
Sample answer for Part 2:

Digital devices are being used prolifically by students in the classroom due to the constant
availability of digital connection in the classroom (Seemiller, 2017)a. Another reason is because
using digital devices has become a habit (Flanigan & Kiewra, 2018)a. One way to reduce
students’ nonstop use of digital devices in the classroom is for instructors to inform students
that this is a discourteous and unethical behavior (Seemiller, 2017)b. Apart from reprimanding
students, instructors need to be proactive by engaging students’ interest through interesting
student-centered activities (Dochy et al., 2013; Freeman et al. 2014; Meyers & Jones, 1993)b. This
suggests that instructors play an important role in ensuring that students do not engage in
cyber-slacking. Instructors should not only impart content knowledge, but also foster moral
valuesc. Instructors would also need to be more organized by having a more focused lesson plan in
ensuring that teaching and learning activities implemented in the classroom can engage students’
attention, thereby preventing students from becoming bored and turning to their digital devicesc .

168 words
Distribution of marks:

 Content = 6 [a + b + c – as indicated by the respective superscripts]

 Language = 12 (Please refer to attached table)

 In-text citation = 2 (Please refer to attached table)