Questões de Concurso Sobre inglês
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TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
I. In Classical Athens, elementary education was mainly focused on Christian values.
II. Education has always been equally accessible to people regardless of gender or social class.
III. Tech-enhanced learning adds new challenges to contemporary education.
IV. AI-powered learning presents only benefits and has no significant challenges for students, educators, or policymakers.
V. Education is no longer considered the exclusive domain of wealthy people.
Now, select the CORRECT alternative, whose statement(s) are true:
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
TEXT 1
Tech-enhanced learning: edtech trends, AI and the future of education
What is the purpose of learning? Education means many things to many different people, and the only definitive answer to the question of its purpose seems to be an ambiguous one: it depends — on cultural and historical contexts, social and political factors, philosophical views, educational theories, individual preferences, and disciplines (STEM or the humanities, for example). Even linguistically, education is synonymous with a range of related notions — teaching, schooling, training, development, coaching, improvement, instruction — that differ in subtle ways.
In Classical Athens, for example, elementary education included the paidotribēs (athletics and fitness), the kitharistēs (music and lyric poetry), and the grammatistēs (reading, writing, and arithmetic), whereas mediaeval grammar schools combined Classical learning with a decidedly Christian dimension. Based on the ideas of Alexander von Humboldt, the eighteenth-century German notion of education (Bildung) emphasised lifelong selfdevelopment in contrast to skills training (Ausbildung).
Closer to our own time, education is no longer the privileged domain of the wealthy, no longer available only to (young) men, and no longer primarily associated with religion, but many challenges nevertheless remain in terms of aims, rationales, and accessibility, especially when we add the digital classroom and tech-enhanced learning into the mix. And yet, despite the challenges, education will continue to serve as a cornerstone for skilling and reskilling, empowering individuals and societies to navigate the complexities of our rapidly changing world.
AI-powered learning in our post-COVID era, for example, underscores the complex intersection of education and technology, one that necessarily presents both challenges and opportunities for students, educators, and policymakers. In the following article, we’ll explore how emerging technologies, particularly the confluence of edtech and AI, are already re-shaping the future of learning, and, along the way, highlight a number of innovative European edtech startups taking the lead on the use of technology to enhance and support education.
Excerpt extracted and adapted from: https://www.eif.org/blog/all/techenhanced-learning-edtech-trends-ai-and-the-future-of-education
Consider the sentence:
"The proposal, which had already been approved by the committee, was implemented last semester."
From a syntactic perspective, the relative clause which had already been approved by the committee is classified as:
Read the sentence below.
"Hardly had the students finished the presentation when the evaluator asked them to defend their arguments."
Regarding the grammatical structure employed in the sentence, it is correct to state that:
TEXTO PARA A QUESTÃO
Artificial Intelligence and the Future of Language Learning
Artificial Intelligence (AI) has become an increasingly influential tool in language education. Digital platforms powered by AI can instantly provide personalized feedback, adapt learning paths according to students' performance, and offer opportunities for authentic interaction through virtual assistants and conversational chatbots. Such innovations have expanded access to language learning beyond the classroom and have encouraged greater learner autonomy.
However, educational researchers emphasize that technological innovation alone does not guarantee meaningful learning. They argue that language acquisition remains fundamentally a social process, requiring interaction, negotiation of meaning, collaboration, and critical reflection. Therefore, AI should not replace teachers but rather complement pedagogical practices, allowing educators to dedicate more time to mediating learning, fostering intercultural awareness, and promoting communicative competence.
Furthermore, concerns have emerged regarding algorithmic bias, data privacy, and the reliability of automatically generated content. For this reason, schools are increasingly expected to develop students' digital literacy so that they can critically evaluate online information, recognize the limitations of artificial intelligence, and use technological resources ethically and responsibly.
In this context, effective language teaching involves balancing technological innovation with human interaction, ensuring that digital resources enhance—not replace—the educational relationship established between teachers and learners.
TEXTO PARA A QUESTÃO
Artificial Intelligence and the Future of Language Learning
Artificial Intelligence (AI) has become an increasingly influential tool in language education. Digital platforms powered by AI can instantly provide personalized feedback, adapt learning paths according to students' performance, and offer opportunities for authentic interaction through virtual assistants and conversational chatbots. Such innovations have expanded access to language learning beyond the classroom and have encouraged greater learner autonomy.
However, educational researchers emphasize that technological innovation alone does not guarantee meaningful learning. They argue that language acquisition remains fundamentally a social process, requiring interaction, negotiation of meaning, collaboration, and critical reflection. Therefore, AI should not replace teachers but rather complement pedagogical practices, allowing educators to dedicate more time to mediating learning, fostering intercultural awareness, and promoting communicative competence.
Furthermore, concerns have emerged regarding algorithmic bias, data privacy, and the reliability of automatically generated content. For this reason, schools are increasingly expected to develop students' digital literacy so that they can critically evaluate online information, recognize the limitations of artificial intelligence, and use technological resources ethically and responsibly.
In this context, effective language teaching involves balancing technological innovation with human interaction, ensuring that digital resources enhance—not replace—the educational relationship established between teachers and learners.
TEXTO PARA A QUESTÃO
Artificial Intelligence and the Future of Language Learning
Artificial Intelligence (AI) has become an increasingly influential tool in language education. Digital platforms powered by AI can instantly provide personalized feedback, adapt learning paths according to students' performance, and offer opportunities for authentic interaction through virtual assistants and conversational chatbots. Such innovations have expanded access to language learning beyond the classroom and have encouraged greater learner autonomy.
However, educational researchers emphasize that technological innovation alone does not guarantee meaningful learning. They argue that language acquisition remains fundamentally a social process, requiring interaction, negotiation of meaning, collaboration, and critical reflection. Therefore, AI should not replace teachers but rather complement pedagogical practices, allowing educators to dedicate more time to mediating learning, fostering intercultural awareness, and promoting communicative competence.
Furthermore, concerns have emerged regarding algorithmic bias, data privacy, and the reliability of automatically generated content. For this reason, schools are increasingly expected to develop students' digital literacy so that they can critically evaluate online information, recognize the limitations of artificial intelligence, and use technological resources ethically and responsibly.
In this context, effective language teaching involves balancing technological innovation with human interaction, ensuring that digital resources enhance—not replace—the educational relationship established between teachers and learners.
In the sentence:
"AI should not replace teachers but rather complement pedagogical practices..."
the expression rather establishes the semantic relationship of:
TEXTO PARA A QUESTÃO
Artificial Intelligence and the Future of Language Learning
Artificial Intelligence (AI) has become an increasingly influential tool in language education. Digital platforms powered by AI can instantly provide personalized feedback, adapt learning paths according to students' performance, and offer opportunities for authentic interaction through virtual assistants and conversational chatbots. Such innovations have expanded access to language learning beyond the classroom and have encouraged greater learner autonomy.
However, educational researchers emphasize that technological innovation alone does not guarantee meaningful learning. They argue that language acquisition remains fundamentally a social process, requiring interaction, negotiation of meaning, collaboration, and critical reflection. Therefore, AI should not replace teachers but rather complement pedagogical practices, allowing educators to dedicate more time to mediating learning, fostering intercultural awareness, and promoting communicative competence.
Furthermore, concerns have emerged regarding algorithmic bias, data privacy, and the reliability of automatically generated content. For this reason, schools are increasingly expected to develop students' digital literacy so that they can critically evaluate online information, recognize the limitations of artificial intelligence, and use technological resources ethically and responsibly.
In this context, effective language teaching involves balancing technological innovation with human interaction, ensuring that digital resources enhance—not replace—the educational relationship established between teachers and learners.
TEXTO PARA A QUESTÃO
Artificial Intelligence and the Future of Language Learning
Artificial Intelligence (AI) has become an increasingly influential tool in language education. Digital platforms powered by AI can instantly provide personalized feedback, adapt learning paths according to students' performance, and offer opportunities for authentic interaction through virtual assistants and conversational chatbots. Such innovations have expanded access to language learning beyond the classroom and have encouraged greater learner autonomy.
However, educational researchers emphasize that technological innovation alone does not guarantee meaningful learning. They argue that language acquisition remains fundamentally a social process, requiring interaction, negotiation of meaning, collaboration, and critical reflection. Therefore, AI should not replace teachers but rather complement pedagogical practices, allowing educators to dedicate more time to mediating learning, fostering intercultural awareness, and promoting communicative competence.
Furthermore, concerns have emerged regarding algorithmic bias, data privacy, and the reliability of automatically generated content. For this reason, schools are increasingly expected to develop students' digital literacy so that they can critically evaluate online information, recognize the limitations of artificial intelligence, and use technological resources ethically and responsibly.
In this context, effective language teaching involves balancing technological innovation with human interaction, ensuring that digital resources enhance—not replace—the educational relationship established between teachers and learners.
(__)The quality of the final paragraph can be attributed mainly to the system when several automated suggestions are incorporated into the text. (__)Comparing suggestions with the original draft can support reflection on grammar, argumentation, register and communicative purpose. (__)Recording accepted and rejected suggestions can provide evidence of student judgment and authorship during the revision process. (__)Ethical work with the tool can include discussion of data privacy, transparency of use and the limitations of automated feedback.
Select the alternative that presents the CORRECT sequence.
"You finished the report."
The sentence is heard first with falling intonation and then with rising intonation.
Which analysis most accurately describes the contrast?
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