CÁTEDRA INTEGRADORA: DISEÑO Y GESTIÓN DE AMBIENTES DE APRENDIZAJE EN EFL

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 Question 1 Scenario: Ms. Andrade, an EFL teacher in a public school in Ecuador, has a classroom with 40 students but lacks projectors and internet access. She wants to implement communicative language teaching (CLT) activities. What challenge is she most likely facing?. Difficulty in maintaining student discipline due to outdated textbooks. Lack of student motivation due to excessive use of digital tools. Inability to assess students because of insufficient teaching aids. Inability to conduct group and pair work due to large class size and lack of technology.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 Question 3 Scenario: You notice that some students rely heavily on quick online searches for answers during discussions, showing little curiosity. How can you address this challenge to promote critical thinking?. Encourage students to ask open-ended questions about the topic before searching online. Ban the use of digital devices in class. Provide pre-prepared answers to reduce reliance on searches. Assign more textbook readings to replace online searches.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 1 Scenario: You are designing an EFL lesson to encourage critical thinking. A student accepts a claim from a website because it uses scientific terms. How should you guide them to think more critically, based on Levitin’s advice?. Tell them to avoid websites with scientific terms. Instruct them to memorize the claim for later use. Encourage them to accept the claim due to its professional appearance. Ask, “What evidence supports this claim, and why is it reliable?”.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 Question 4 Scenario: You are mentoring an EFL teacher who feels unprepared to teach students with special needs. What training should they prioritize, according to the content. Technology integration for general education. Linguistically diverse education and special education strategies. Classroom management for large groups. Advanced grammar instruction techniques.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 11 Scenario: An EFL student refuses to participate in a group activity due to a prior conflict with a peer. How can you apply social mediation to encourage participation?. Empower them to take responsibility for resolving the tension through dialogue. Ignore the refusal to maintain classroom flow. Assign them a solo task to avoid further conflict. Focus on their language output instead of the conflict.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 Question 3 Scenario: You want to foster relationships among EFL students during a group activity. Which approach aligns with providing experiences that foster Collaboration Fluency?. Limit group work to focus on individual language skills. Focus on competitive activities to motivate students. Design a cooperative project where students solve a real-world problem together. Assign individual tasks to avoid conflicts.

UNIT 3 - TOPIC 1 – SUBTOPIC 4 Question 1 Scenario: Ms. Lopez wants her EFL students to engage in a real-time discussion about a short story they read. She needs a Web 2.0 tool that supports two-way communication. Which tool should she choose?. Wordle. Dropbox. Skype. Google Sites.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 1 Question 5 Scenario: Ms. Chavez notices that her EFL students lose engagement during video conferencing due to poor audio quality. What does the content suggest as a critical factor to address this issue?. Limiting the session to fewer participants. Using a colorful background to distract students. Ensuring high-quality audio to avoid delays. Adjusting the camera position.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 6 Scenario: Mr. Vega’s EFL students are working on a group project to analyze survey data about language learning preferences. Which cloud computing tool is best for collaborative data analysis?. Google Sheets. Teams. Google Slides. OneDrive.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 8 Scenario: Mr. Mendoza wants to use cloud computing tools to reach diverse EFL student populations in a distance learning program. According to the content, what is a key benefit of using these tools for this purpose?. Eliminates the need for internet access. Requires expensive hardware. Reaches diverse student populations. Limits collaboration to small groups.

¿Question 4 Scenario: Mr. Patel, an EFL teacher, feels nervous before a lesson but interprets his nerves as excitement, which helps him focus. According to Bandura, what source of self-efficacy is this?. Mastery experiences. Social or verbal persuasion. Vicarious experiences. Physiological and emotional arousal.

¿Question 10: Technology in EFL Scenario: Mr. Lee uses an app for vocabulary practice but prepares a worksheet as a backup. What technology tip from Riddell (2014) does this reflect?. Use technology as a complement. Convince students of technology’s value. Always have a Plan B. Avoid over-relying on technology.

¿Question 11: Training for ESL/EFL Scenario:Ms. Chen wants a qualification to teach English abroad or to immigrants. Which option is widely recognized for this?. Literature degree. PhD in Linguistics. CELTA. High school diploma.

¿Question 2: Defining ESL Scenario: Mr. Ahmed teaches a diverse group of immigrants in the USA, with no shared native language. What type of classroom is this?. TEFL. EFL. ESL. Bilingual.

¿Question 3: Post-Method Pedagogy Scenario: Ms. Chen reflects on her teaching and adjusts methods based on her students’ needs. What is this practice called, per Kumaravadivelu?. Traditional Pedagogy. Communicative Language Teaching. Direct Method. Post-Method Pedagogy.

UNIT 1 - TOPIC 1 – SUBTOPIC 2-Question 5: Natural Approach - Errors Scenario: Ms. Chen encourages her students to speak freely in English, assuring them that mistakes are okay. Which Natural Approach principle is she following?. No translations provided. Errors are a natural part of learning. Reduce the filter. Acquisition activities.

UNIT 1 - TOPIC 1 – SUBTOPIC 1-Question 6: Possibility Parameter Scenario:Mr. Singh creates an EFL project considering his students’ socioeconomic challenges and beliefs. Which parameter is he emphasizing?. Particularity. Constructivism. Practicality. Possibility.

¿Question 8: Content-Based Instruction (CBI) Scenario: Mr. Vega teaches English through science topics, helping students take notes and summarize texts. Which approach is he using?. Natural Approach. Project-Based Instruction. Communicative Language Teaching. Content-Based Instruction.

UNIT 1 - TOPIC 1 – SUBTOPIC 1-Question 9: Project-Based Instruction (PBI)Scenario: Ms. Torres assigns a group project where students create an English travel guide, boosting their motivation and collaboration. Which approach is this?. Audiolingual Method. Post-Method Pedagogy. Content-Based Instruction. Project-Based Instruction.

UNIT1-TOPIC 1 – SUBTOPIC 2 Question 1: Recognition Precedes Production, Scenario:Ms. Lopez introduces new vocabulary to her beginner EFL students and focuses on listening activities before expecting them to speak. What language acquisition fact is she applying?. Recognition precedes production. Fluency over grammatical skills. Learning a language is natural. No language skill is taught in isolation.

UNIT 1 - TOPIC 1 – SUBTOPIC 3 Question 1: Defining EFL Scenario: Ms. Lopez teaches English in Mexico, where her students share Spanish as their native language. What type of classroom is this, according to Bell (2011)?. ESL. CELTA. EFL. TESOL.

Question 5: What is a potential negative consequence of relying heavily on multiple-choice tests, as highlighted in the text?. They encourage rote memorization of grammatical rules. They may not accurately reflect students' actual communicative abilities.They may not accurately reflect students' actual communicative abilities. They are difficult to grade efficiently. They do not provide students with immediate feedback.

¿Question 7, Scenario: Ms. Nguyen uses a rubric to grade her students’ essays but ensures they know the marking criteria beforehand. Why is this important, according to Riddell (2014)?. To make the test fully objective. To ensure fairness and transparency. To limit student creativity. To reduce test reliability.

¿Question 8 Scenario: Mr. Singh feels less confident teaching advanced EFL grammar compared to conversational skills. What does this suggest about his sense of efficacy?. It varies depending on the teaching context. It is uniform across all teaching tasks. It prevents him from teaching grammar. It is unrelated to his language proficiency.

¿Question 9, Scenario: Ms. Ali notices that her students perform better when tests are varied and culturally fair. Which testing condition, according to Riddell (2014), is she addressing?. Test reliability. Objective marking. Fairness and exam format. Time allocation.

¿Scenario 2, :Mr. López, a veteran EFL teacher, has been using the same textbook and activity types for the past ten years. While his students generally perform well on vocabulary quizzes, they struggle to apply their knowledge in real-life communicative situations and often feel anxious when asked to speak freely. Question 2: According to Wang (2009), what might be a potential underlying reason for Mr. López's students' difficulties in communicative situations?. The students' insufficient awareness of their own learning styles. The outdated nature of the grammar presented in the textbook. The students' lack of exposure to authentic materials. The inherent limitations of any single teaching methodology.

Unit 1 topic 2 subtopic 3 Scenario Question 4: In a beginner's EFL class, the teacher introduces a complex role-playing activity on the first day, expecting students to spontaneously use a wide range of vocabulary and grammatical structures they haven't yet learned. Many students feel overwhelmed and unable to participate:Question 4: Based on Wang's (2009) perspective, which traditional methodology might have been more suitable for this initial stage of learning?. Direct Method or Audio-Lingual Method. The Silent Way. Task-Based Language Teaching. Communicative Language Teaching.

¿Scenario 9: An EFL teacher encourages students to find their own ways of expressing themselves, even if it means occasionally making grammatical errors, as long as their meaning is clear and they are actively trying to communicate. Question 9: This approach aligns with the pedagogical goal of fostering which aspect of EFL competence?. Non-native speaker creativity. Lexical precision. Native-like pronunciation. Grammatical accuracy.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 2 QUESTION 1- Assessment in EFL contexts Scenario: Ms. Lopez wants to assess her students’ understanding of vocabulary in a relaxed classroom environment. She decides to use an activity where students work in pairs to create sentences using new words. Which type of assessment activity is she implementing, according to Riddell (2014)?. Interaction-based test. Formal quiz. Objective test. Subjective test.

Unit 1 topic 2 subtopic 2 Scenario Question 10: Mr. Brown uses concept questions to check if his students understand the meaning of new phrases. What type of test is this, according to the content?. Drilling test. Achievement test. Eliciting test. Comprehension test.

Question 4, Scenario: Mr. Ramirez needs to share large multimedia files, like videos of EFL role-plays, with his students for review. Which cloud computing tool is best for storing and sharing these files?. Google Jamboard. Google Sheets. Google Drive. Outlook.

Scenario: During an EFL discussion, students rely on a single news source that has occasional errors. How should you guide them, according to Levitin’s principles?. Tell them to accept the source’s information without verification. Encourage them to cross-check the source with others and evaluate its overall reliability. Advise them to reject the source entirely due to its mistakes. Instruct them to use only error-free sources.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 Question 7 Scenario: A student in your EFL class is hesitant to share ideas, fearing they might be wrong. How can you foster their confidence to enhance critical thinking?. Tell them only correct answers are acceptable in discussions. Correct their mistakes immediately to build accuracy. Encourage them to share ideas by saying, “All perspectives help us learn.”. Assign them silent reading tasks to avoid oral participation.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 3 Scenario: You want to create a learning provocation in your EFL class to spark critical thinking. Which approach best aligns with the guidelines for creating provocations?. Provide a detailed answer key for students to memorize. Assign a lengthy reading without discussion. Present a complex lecture with extensive vocabulary lists. Display an intriguing photo related to the lesson and ask, “What story does this tell?”.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 7 Scenario: During an EFL peer evaluation, you want students to assess each other’s critical thinking. Which criterion should they focus on, according to the content?. Their ability to memorize key vocabulary. Their ability to consider multiple perspectives on an issue. The accuracy of their grammar in oral responses. The speed of their responses during discussions.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 Question 11 Scenario: You are advising an EFL teacher who feels unmotivated due to a perceived lack of communicative competency. How can you support them?. Recommend they rely on student-led activities exclusively. Encourage them to focus on teaching grammar rules only. Provide training to clarify and develop communicative competency components. Suggest they avoid teaching speaking and listening skills.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 Question 7 Scenario: An EFL teacher feels demotivated due to societal perceptions that undervalue English teaching. How can you help them address this external factor?. Advise them to align their teaching with government policies only. Encourage them to ignore societal perceptions and focus on personal goals. Suggest they reduce classroom interaction to avoid criticism. Recommend they teach only native-like pronunciation.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 1 Scenario: Two EFL students argue over a misunderstanding during a group project, causing tension in the classroom. How should you initiate mediation to resolve this conflict?. Punish both students to prevent future conflicts. Ignore the conflict and assign them separate tasks. Define the problem by asking, “What happened, and who was involved?”. Immediately propose a solution without discussion.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 8 Scenario: During the “DESIGN” phase of resolving a conflict between EFL students, what should you encourage the students to do?. Analyze their feelings about the conflict again. Reflect on how the conflict has changed their relationships. Outline specific steps to implement their proposed solution. Present the conflict to the entire class for feedback.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 Question 3 Scenario: You want to foster relationships among EFL students during a group activity. Which approach aligns with providing experiences that foster Collaboration Fluency?. Focus on competitive activities to motivate students. Limit group work to focus on individual language skills. Design a cooperative project where students solve a real-world problem together. Assign individual tasks to avoid conflicts.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 4 Question 3 Scenario: An EFL student writes, “I am go to park,” in a writing task. You want to encourage self-correction. What is the best approach?. Ignore the error since it’s a minor mistake. Correct it and explain the rule in detail. Highlight “am go” and ask, “Can you check the verb form here?”. Rewrite the sentence correctly for the student.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 Question 6 Scenario: Mr. Torres is frustrated because his school lacks a large screen and projector, forcing him to use materials unsuitable for younger students. What does this indicate about the role of infrastructure in EFL teaching?. Teachers should avoid using any materials in such conditions. Inadequate infrastructure can limit the suitability of teaching materials. Infrastructure has minimal impact if teachers are skilled. Younger students require less infrastructure support.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 Question 6 Scenario: Mr. Vega wants to use a multimedia resource to narrate a historical event in his EFL class but lacks access to a projector. Which resource can he use effectively with minimal technology?. A video presentation with captions. A GIF showing historical images. A PowerPoint slide with text and images. An audio file with a spoken narration.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 1 Question 6 Scenario: Mr. Vega wants to use video conferencing to support out-of-class EFL study groups. What advantage makes this feasible for students at home?. Facilitates out-of-class learning with minimal equipment. Eliminates the need for cameras and microphones. Requires in-person attendance for engagement. Limits interaction to pre-recorded messages.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 2 Scenario: Mr. Garcia needs to collect feedback from his EFL students on a recent speaking activity. Which cloud computing tool should he use to create a digital survey?. Teams. OneDrive. Google Forms. Google Slides.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 5 Scenario: Ms. Chavez wants to track her EFL students’ progress on a series of vocabulary puzzles created with JClic. Which JClic component should she use?. JClic Reports. JClic Author. JClic Player. JClic Applet.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 8 Scenario: Mr. Mendoza wants to use cloud computing tools to reach diverse EFL student populations in a distance learning program. According to the content, what is a key benefit of using these tools for this purpose?. Eliminates the need for internet access. Requires expensive hardware. Reaches diverse student populations. Limits collaboration to small groups.

¿unit 3 topic 2 subtopic 3 Question 7 Scenario: Ms. Salazar wants to create an interactive EFL lesson with a digital whiteboard for brainstorming vocabulary. Which cloud computing tool should she use?. OneNote. Google Forms. Google Jamboard. SharePoint.

¿Question 10 Scenario: Mr. Yamada, an EFL teacher, believes external factors like students’ home environments limit his teaching impact. What does this reflect about his efficacy beliefs?. Low general teaching efficacy. High personal teaching efficacy. Internal locus of control. Strong classroom management skills.

¿Question 2: Skills Integration Scenario:Mr. Ahmed designs a lesson where students listen to a dialogue and then discuss it in pairs. Which fact about language acquisition does this reflect?. Recognition precedes production. Errors are part of learning. No language skill is taught or learned in isolation. Learning a language is natural.

¿Question 5: Natural Approach - Errors Scenario: Ms. Chen encourages her students to speak freely in English, assuring them that mistakes are okay. Which Natural Approach principle is she following?. No translations provided. Errors are a natural part of learning. Acquisition activities. Reduce the filter.

¿Question 7: Recommended Practice - Knowing Students Scenario: Ms. Diaz chats with her students about their hobbies and adjusts her lessons accordingly. Which recommended practice from Riddell (2014) is she applying?. Be passionate and patient. Evaluate lesson success. Give interesting lessons. Know your students.

¿Question 9: EFL Strategy - Living English Scenario: Ms. Gupta uses English songs and videos in her class in India to show the language’s depth. Which EFL strategy is this?. Hands-on English lessons. Lots of practice using English orally. Never lead students to believe English is just rules. Explicit cultural instruction.

¿TOPIC 1 – SUBTOPIC 2 Question 1: Recognition Precedes Production, Scenario:Ms. Lopez introduces new vocabulary to her beginner EFL students and focuses on listening activities before expecting them to speak. What language acquisition fact is she applying?. Learning a language is natural. No language skill is taught in isolation. Fluency over grammatical skills. Recognition precedes production.

¿Scenario 2, :Mr. López, a veteran EFL teacher, has been using the same textbook and activity types for the past ten years. While his students generally perform well on vocabulary quizzes, they struggle to apply their knowledge in real-life communicative situations and often feel anxious when asked to speak freely. Question 2: According to Wang (2009), what might be a potential underlying reason for Mr. López's students' difficulties in communicative situations?. The outdated nature of the grammar presented in the textbook. The students' insufficient awareness of their own learning styles. The inherent limitations of any single teaching methodology. The students' lack of exposure to authentic materials.

¿Scenario 8: Students in an EFL class are working on a project that requires them to research a cultural topic and present their findings to the class. During their presentations, they need to explain complex ideas, answer questions, and manage discussions with their peers. Question 8: This project primarily aims to develop which of the following EFL competence dimensions?. Non-native speaker creativity. Awareness. Comprehension. Production and communicative interaction.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 2 QUESTION 1- Assessment in EFL contexts Scenario: Ms. Lopez wants to assess her students’ understanding of vocabulary in a relaxed classroom environment. She decides to use an activity where students work in pairs to create sentences using new words. Which type of assessment activity is she implementing, according to Riddell (2014)?. Formal quiz. Objective test. Interaction-based test. Subjective test.

¿Question 10, Scenario: Mr. Brown uses concept questions to check if his students understand the meaning of new phrases. What type of test is this, according to the content?. Eliciting test. Comprehension test. Achievement test. Drilling test.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 Question 1 Scenario: Ms. Andrade, an EFL teacher in a public school in Ecuador, has a classroom with 40 students but lacks projectors and internet access. She wants to implement communicative language teaching (CLT) activities. What challenge is she most likely facing?. Lack of student motivation due to excessive use of digital tools. Inability to conduct group and pair work due to large class size and lack of technology. Difficulty in maintaining student discipline due to outdated textbooks. Inability to assess students because of insufficient teaching aids.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 Question 3 Scenario: You notice that some students rely heavily on quick online searches for answers during discussions, showing little curiosity. How can you address this challenge to promote critical thinking?. Ban the use of digital devices in class. Encourage students to ask open-ended questions about the topic before searching online. Assign more textbook readings to replace online searches. Provide pre-prepared answers to reduce reliance on searches.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 1 Scenario: You are designing an EFL lesson to encourage critical thinking. A student accepts a claim from a website because it uses scientific terms. How should you guide them to think more critically, based on Levitin’s advice?. Instruct them to memorize the claim for later use. Tell them to avoid websites with scientific terms. Encourage them to accept the claim due to its professional appearance. Ask, “What evidence supports this claim, and why is it reliable?”.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 Question 4 Scenario: You are mentoring an EFL teacher who feels unprepared to teach students with special needs. What training should they prioritize, according to the content?. Linguistically diverse education and special education strategies. Advanced grammar instruction techniques. Technology integration for general education. Classroom management for large groups.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 11 Scenario: An EFL student refuses to participate in a group activity due to a prior conflict with a peer. How can you apply social mediation to encourage participation?. Assign them a solo task to avoid further conflict. Ignore the refusal to maintain classroom flow. Focus on their language output instead of the conflict. Empower them to take responsibility for resolving the tension through dialogue.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 Question 3 Scenario: You want to foster relationships among EFL students during a group activity. Which approach aligns with providing experiences that foster Collaboration Fluency?. Limit group work to focus on individual language skills. Focus on competitive activities to motivate students. Design a cooperative project where students solve a real-world problem together. Assign individual tasks to avoid conflicts.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 1 Question 5 Scenario: Ms. Chavez notices that her EFL students lose engagement during video conferencing due to poor audio quality. What does the content suggest as a critical factor to address this issue?. Using a colorful background to distract students. Ensuring high-quality audio to avoid delays. Limiting the session to fewer participants. Adjusting the camera position.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 6 Scenario: Mr. Vega’s EFL students are working on a group project to analyze survey data about language learning preferences. Which cloud computing tool is best for collaborative data analysis?. Google Slides. OneDrive. Google Sheets. Teams.