Luyện theo cấu trúc Cambridge IELTS 21 · Writing Task 1 + 2: Redeveloping Harbour Square & Machine Translation

The table compares the layout of Harbour Square in Westmere in 2010 with its appearance after redevelopment in 2025.

Overall, the square was transformed from a space dominated by cars into a pedestrian-friendly area centred on food and leisure, although several key features, notably the bus station, the shops and the fountain, were retained.

The most striking change took place on the north side, where the 60-space car park was replaced by a covered street food market with 24 stalls. In line with this, the two-way road that once crossed the square was closed to motor vehicles and converted into a cycle lane. On the west side, the empty warehouse gave way to public toilets and bicycle parking, facilities that were absent in 2010.

Other parts of the square were altered less dramatically. The bus station on the east side remained unchanged, and the row of six shops on the south side was also kept, although an outdoor seating area was added in front of them. Finally, the fountain in the centre survived the redevelopment, but instead of standing beside a road, it is now surrounded by trees and benches.

As translation apps become faster and more accurate, some people have begun to question whether schools should continue to devote time to foreign languages. While I accept that technology has reduced the practical need for language skills in some situations, I strongly disagree that language learning has become unnecessary.

It is true that machine translation has made everyday communication across languages far easier. A tourist can now read a menu or ask for directions simply by pointing a phone at a sign or speaking into it, and businesses can obtain rough translations of documents in seconds. From this perspective, spending years learning grammar and vocabulary might seem an inefficient use of school time that could be given to subjects such as computing.

However, this argument overlooks what language learning actually provides. Firstly, communication is not merely the exchange of information. Building trust with a colleague, making a friend or negotiating a contract depends on tone, humour and cultural awareness, which software still handles poorly, and a conversation conducted through a device inevitably feels distant. Secondly, studying another language brings cognitive benefits, as it trains memory and attention and makes students more aware of how their own language works. Finally, relying entirely on machines is risky. Translation tools make errors, often without any warning, and only someone who knows the language can notice them in situations where accuracy matters, such as legal or medical communication.

In conclusion, although translation technology is a valuable tool, it cannot replace the understanding, relationships and intellectual development that come from learning a language oneself. Schools should therefore continue to teach foreign languages, perhaps with greater emphasis on speaking and cultural knowledge, which machines are least able to provide.