Luyện theo cấu trúc Cambridge IELTS 1 · Writing Task 1 + 2: Glass Recycling Rates & Language Learning Apps

The table shows what proportion of glass packaging was recycled in five cities at ten-year intervals between 2005 and 2025.

Overall, recycling rates rose in every city over the period, and the average increased from 37% to 64%. However, the pace of change varied considerably, with Arlow making the greatest progress and Delmore the least.

In 2005, Brindle was the clear leader, recycling 62% of its glass, while Corvay recycled only 15%. Brindle continued to improve, but only gradually, reaching 74% by 2025. Arlow, in contrast, started from a modest 34% and climbed steadily to 81%, overtaking Brindle to become the top performer in the final year. Easterly followed a similar pattern, with its rate more than doubling from 27% to 66%.

Corvay remained at the bottom of the table throughout, although it achieved its biggest gain in the second decade, when its figure more than doubled from 22% to 49%. Delmore was the only city where recycling fell at any point, dipping slightly from 48% to 45% in 2015 before recovering to 52%, which left it below the average by the end of the period.

Smartphone applications for learning languages have become enormously popular, and some people now argue that they make classroom lessons unnecessary. While I accept that these apps are a valuable tool, I disagree that they can fully replace a teacher.

Admittedly, apps have several clear strengths. They are cheap or even free, they can be used at any time, and they turn repetitive tasks such as memorising vocabulary into short games that keep learners motivated. For a busy office worker who wants to pick up basic phrases before a holiday, ten minutes a day on an app may be perfectly adequate. Many apps also adjust the difficulty of exercises automatically, so users rarely feel bored or overwhelmed.

However, learning a language well involves far more than recognising words and completing short exercises. The most important skill for most learners is communicating with real people, and this requires spontaneous conversation, which an app cannot genuinely provide. A teacher can notice when a student is hesitant, ask follow-up questions and correct pronunciation in a way that is tailored to that individual. Teachers also explain why a particular structure is used, rather than simply marking an answer right or wrong, and this deeper understanding helps learners to use the language flexibly. Finally, a class creates a sense of commitment: students who have arranged to meet a teacher every week are far less likely to give up than those relying solely on their own willpower.

In conclusion, language learning apps are a convenient way to build vocabulary and maintain daily practice, but they cannot replace the feedback, explanation and real interaction that a skilled teacher offers. In my view, they work best as a supplement to lessons rather than a substitute for them.