THESKH 2 RONNY

70. Why is triangulation fundamental in educational action research?. It ensures validity by using multiple sources such as observation, surveys, and performance data. It prioritizes teacher perception alone. It simplifies interpretation by using one data source. It replaces qualitative inquiry with statistics.

71. Why is self-assessment considered essential in developing reflective English teachers?. It replaces formal evaluation by supervisors. It focuses only on emotional responses to teaching. It encourages critical examination of pedagogical choices and learning outcomes. It provides statistical data for institutional reports.

72. A reflective teacher shares her classroom data with peers to co-analyze student progress. This collaboration fosters: Rigid adherence to prescribed syllabi. Professional learning communities grounded in research and inquiry. Institutional dependency. Teacher isolation and competition.

73. A teacher identifies that some learners struggle with oral presentations due to anxiety. To address this, she includes voice recordings as an alternative assessment format. Her decision demonstrates: Application of UDL for emotional engagement and accessibility. Removal of oral communication goals. Standardized assessment criteria. Reduction of academic rigor.

74. An EFL teacher designs an assessment checklist together with students. What key principle does this illustrate?. Dependence on external validation. Shared ownership and participatory evaluation. Simplification of learning objectives. Reduction of teacher authority.

75. During peer observation, a teacher receives constructive comments and uses them to redesign her communicative activities. This experience represents: A standard exam moderation. A corrective administrative procedure. A disciplinary process. Reflective practice integrated with collegial feedback.

76. In a mixed-ability classroom, the teacher designs tiered reading tasks — summaries for beginners and thematic analyses for advanced learners. This practice demonstrates: Pedagogical differentiation. Rote learning. Behavioral control. Grammar translation.

77. In an inclusive English classroom, students use collaborative digital tools to create bilingual stories reflecting their cultural identities. This task promotes: Strict English-only immersion. Translanguaging as a creative pedagogical resource. Segregation by proficiency level. Elimination of first-language influence.

78. A teacher researcher discovers that students often misunderstand task instructions. What should her next step be in the action research process?. Continue using the same instructions for consistency. Redesign tasks with clearer scaffolds and test their effectiveness. Ignore the issue since comprehension will improve naturally. Ask another teacher to handle the explanation.

79. An EFL instructor includes visual aids, subtitles, and interactive vocabulary games for a listening unit. Which UDL principle is most clearly applied?. Multiple means of representation. Standardization of materials. Multiple means of expression. Multiple means of engagement.

80. A teacher evaluates students only with a multiple-choice exam at the end of the term. Students feel it does not reflect what they can really do in English. What type of assessment could better represent their abilities?. Standardized grammar test. Alternative assessment using portfolios and journals. Shorter final exams. More multiple-choice items.

81. What is the role of technology in language assessment?. To support assessment but not substitute teacher judgment. To replace teachers completely. To make tests shorter. To avoid interaction.

82. A teacher uses only PowerPoint slides and lectures to explain grammar rules. Students look bored and participation is minimal. Which type of teaching aid would best improve engagement?. Giving students extra homework exercises from the textbook. More PowerPoint slides with grammar rules. Asking students to memorize grammar tables silently. Visual and audio-visual aids such as flashcards, videos, and role-plays.

83. What do learning materials provide to students?. Student learning support and lesson structure. A replacement for the teacher. Entertainment and fun. Extra work at home.

84. An English program for immigrant workers found that students could complete grammar exercises but could not order food in a restaurant. Which category of needs does this situation illustrate?. Wants. Subjective needs. Lacks. Necessities.

85. Which guideline is NOT part of effective material design?. Materials should be attractive. Materials should be contextualized. Materials should stimulate interaction. Materials should ignore learners’ needs.

86. Ms. Rivera is teaching a group of A1 students in a rural area where internet access is very limited. She wonders if she should create her own materials using magazines and newspapers, or if she should stick only to textbooks. What is the most effective approach for her situation?. Use the textbook because it gives structure and guarantees standard content. Avoid designing her own materials because it takes too much time. Rely on online resources, as they are more modern. Combine authentic materials such as newspapers with the textbook to adapt to her students’ needs.

87. During grading, a teacher gives very different scores to the same essay at two different times. Which quality of assessment is lacking?. Authenticity. Validity. Objectivity. Reliability.

88. Which of the following describes objective needs?. Emotional expectations of learners. Students’ personal wishes. Learners’ motivation in class. Factual information such as age, profession, and proficiency level.

89. Which competencies are emphasized in performance-based assessment?. Memorization and recall. Rote vocabulary learning. Grammar accuracy. Critical thinking, collaboration, and digital literacy.

90. Using flashcards, games, and songs in teaching English reflects what principle?. Memorization and drills. Passive strategies. Teacher-centered instruction. Multi-sensory learning.

91. A student writes a paragraph, then reorganizes sentences, adds new details, and rewrites it before submitting. Which stage of the writing process is the student demonstrating?. Revising. Editing. Publishing. Pre-writing.

92. A primary school English teacher plans a unit about “countries and nationalities.” She integrates geography, uses flashcards, shows videos, and designs role plays. Which teaching strategy is being applied?. Audiolingualism. Grammar drills. Topic-based work. Silent Way.

93. A lesson divided into presentation, practice, and production follows which model?. Grammar-translation. TPR sequence. PPP model. Productive model.

94. What are the two main components of the Natural Approach?. Grammar and pronunciation. Vocabulary and syntax. Acquisition and learning. Listening and writing.

95. Which of the following pedagogical practices most effectively promotes learner autonomy?. Encouraging the memorization of key facts. Establishing fixed deadlines and evaluations. Integrating self-assessment and personal goal-setting. Providing students with a detailed and structured study plan.

96. Which of the following best describes skimming?. Reading to memorize grammar. Reading quickly for the main idea. Reading carefully for details. Reading word by word.

97. Adding extra tasks for advanced learners and support for struggling ones shows what principle?. Uniform teaching. Differentiation. Passive learning. Memorization.

98. Learners are given a text about healthy eating. The teacher asks them to quickly identify the main idea without focusing on details. Which reading sub-skill is being practiced?. Scanning. Reading for detail. Skimming. Intensive reading.

99. A teacher arranges desks in a circle to encourage group discussions. Students collaborate actively, and the teacher monitors. Which classroom management principle is reflected?. Teacher-centered instruction. Learning environment adaptation. Traditional lecture-based seating. Silent classroom discipline.

100. Case 1 – Learner Differences and Styles A teacher notices that one group of students learns quickly through visuals, while others prefer hands-on activities. He insists on using only diagrams for all lessons. What does this show about ignoring learner differences and styles?. A. It supports visual learners but neglects auditory and kinaesthetic learners. B. It reflects Gardner’s theory of multiple intelligences being overlooked. C. It highlights the importance of using VAK learning styles for balance. D. It shows that age and prior knowledge influence preferences.

101. Case 2 – Learner Autonomy In an advanced class, students are asked to set weekly learning goals. Some achieve them easily, but others do not track their progress at all. What does this reveal about the challenges of promoting autonomy?. A. Learner autonomy works only if students are intrinsically motivated. B. Self-regulated learning requires scaffolding and teacher guidance. C. The European Language Portfolio could help students monitor progress. D. Affective strategies are stronger than metacognitive strategies here.

102. Case 3 – Benefits of Multimedia in Education A teacher uses Moodle to upload readings and assignments but never includes interactive activities like forums or quizzes. Students start losing interest. What does this show about the real benefits (and limits) of ICT in education? NOTE: Compendium: it highlights that technology is effective only when paired with interactive and collaborative activities. Otherwise, it becomes a mere repository and students lose interest. A. ICT without interaction becomes passive and students lose engagement. B. Virtual Learning Environments require social strategies to succeed. C. Technology without pedagogy does not ensure learning outcomes. D. CALL is more effective when it combines input, process, and output.

103. Case 5 – Input, Process, Output in Curriculum. In one institution, the syllabus includes excellent topics (input), but teachers are not trained in methodology (process). As a result, students’ outcomes (output) are very weak. What does this reveal about the balance of curriculum design?. Forward design alone cannot ensure effective outcomes. The process is as important as input in curriculum design. Central design would better emphasize teacher training. Backward design prevents weak alignment between input and output.

104. Case 6 – Using Coursebook & Designing Materials Students are required to use an international coursebook, but many examples are culturally distant from their reality. The teacher supplements with local materials. What does this reveal about the pros and cons of coursebooks vs. teacher-designed materials?. Coursebooks provide structure but lack cultural adaptation. Teacher-designed materials can increase engagement and relevance. Reusability of materials is stronger in coursebooks than in local designs. Nation’s framework suggests materials should improve real skills like fluency.

105. Case 7 – Tools, Techniques and Activities A teacher uses only dictation and drills to teach writing. Some students improve accuracy, but most lose motivation. What does this show about balancing traditional vs. creative techniques?. Traditional methods support accuracy but reduce motivation. Creative techniques like storytelling could balance engagement. Interactive techniques build fluency, unlike drills. A mix of traditional and modern techniques ensures real-life skills.

106. Case 8 – Learner Styles & Multimedia A kinaesthetic learner is forced to sit through hours of online lectures without interaction. Although he studies, his progress is minimal. What does this suggest about aligning multimedia with learning styles?. Multimedia must address VAK learning preferences to be effective. ICT is most effective when combined with interactive methods. Learner motivation decreases when input does not match style. CALL tools can adapt to multiple intelligences if well designed.

107. Case 9 – Autonomy & Assessment In a self-access center, students can choose their own materials. However, without clear assessment, many focus on easy tasks and avoid challenging ones. What does this suggest about autonomy and the role of teacher guidance?. Autonomy fails if learners are not extrinsically motivated. Assessment supports metacognitive strategies in self-regulation. Teachers must act as facilitators even in autonomous learning. The European Language Portfolio provides structure for self-access.

108. Case 10 – Curriculum & Motivation An English program is designed using backward design, focusing on real-life communication outcomes. However, students complain about too much testing. What does this reveal about the tension between assessment and intrinsic motivation?. Backward design can overemphasize assessment if not balanced. Intrinsic motivation decreases when testing is too frequent. Assessment should be formative as well as summative. Curriculum design must connect assessment with learner autonomy.

Q1. According to WHO, what is the age range of adolescence?. 5–12 years. 10–19 years. 15–25 years. 20–30 years.

Q2. Which part of the brain is mainly responsible for emotions in adolescents?. Cerebellum. Prefrontal cortex. Limbic system. Brain stem.

Q3. Piaget’s stage that corresponds to adolescence and adulthood is: Concrete operational stage. Sensorimotor stage. Preoperational stage. Formal operational stage.

Q4. A common emotional characteristic of adolescents is: Strong independence without peer influence. Mood swings and identity search. Complete emotional stability. Lack of interest in relationships.

Q5. Which of the following is NOT a common habit of adolescents?. Sleep deprivation. Group exercise. Eating disorders. Lifelong stable routine.

Q6. Adulthood stages are divided into: Early, middle, and late. Childhood, puberty, maturity. Infancy, teenage, adult. Growth, decline, old age.

Q7. At what age does early adulthood usually begin?. 15. 18. 20. 25.

Q8. Which stage focuses on responsibility towards work and family?. Achieving stage. Responsible stage. Executive stage. Reintegrative stage.

Q9. Adult learners typically learn: Faster but shallowly. Slowly but deeply. Only through memorization. Without reflection.

Q10. A key social aspect of adulthood is: Cliques and peer pressure. Friendships and leisure for stress relief. Total isolation from peers. Complete dependence on parents.

Q11. What is an “approach” in language teaching?. A teaching tool. A classroom activity. Beliefs about language and learning. A grammar rule.

Q12. A “method” in language teaching refers to: The teacher’s personality. A plan with objectives and sequence. A spontaneous classroom action. Students’ background knowledge.

Q13. Which of the following is an example of a technique?. Constructivism. Role-play. Audiolingual Method. Cognitive model.

Q14. Which model views language as mental processing and representation?. Structural model. Cognitive model. Genre model. Functional model.

Behaviourism emphasizes: Habit formation. Hypothesis testing. Peer interaction. Genre-based learning.

Q16. The Oral Approach and Situational Teaching was developed in: USA, 1940s. Britain, 1930s–1960s. Canada, 1950s. France, 1920s.

Q17. In the Oral Approach, which comes first?. Reading. Writing. Speaking. Grammar analysis.

Q18. A central principle of the Oral Approach is: Translation from L1. Grammar taught without context. Accuracy in pronunciation and grammar. Focus only on writing.

Q19. The Audiolingual Method originated from: The Silent Way. British Council programs. UNESCO initiatives. U.S. Army Specialized Training Program.

Q20. A main criticism of the Audiolingual Method is that it: Ignores drills. Focuses too much on meaning. Is mechanical with little focus on meaning. Lacks oral practice.