UNIVERSIDAD AUTONOMA DE CHIRIQUI

FACULTAD DE HUMANIDADES
MAESTRÍA EN INGLÉS CON ÉNFASIS EN METODOLOGÍA
FINAL EXAM TOTAL POINTS: 100
MMI 805
Facilitador: Dra. Aracelis Concepción
Participant: Nazja Maloff I.D. : 4-789-1700 Date: 18/06/22

1. Today, there is a great challenge in the process of language teaching and

learning. That’s why it is important to apply different methods and strategies to
teach English to EFL students according to their language needs. How could
you demonstrate that the practice of contemporary and current methods of
language teaching and learning has added value to traditional practices?  Take
into consideration approaches and strategies to language teaching and learning,
the role of learners and teachers, classroom organization, and syllabus design to
develop the process of language teaching and learning. Explain in essay form.
20 pts.

2. How can you determine if a teaching material is effective and can accomplish its
goals? Explain in essay form. 16 pts.

3. What conditions are necessary for a classroom to become a truly interactive

one? What factors can hinder real communicative competence in this ideal
classroom? Explain in essay form. 16pts.
Proposing something different to present the teaching plan is not an easy task.
This becomes more challenging when seeking to bring interactivity to this
process. It is necessary to understand that currently interactivity, in most cases,
occurs with group activities and with the use of some technology. The relevance
of an activity performed in the classroom is linked to how much it shows the
student's curiosity and interest.
In view of the various tools available on the web to support teachers in their
classes. The student can perform the activity collaboratively, as the app allows
more than one user to edit the file in real time, working like Google Docs, using
the Microsoft Teams environment, students are able to discuss and perform
online activities. With the help of Moodle, the student has access to documents,
guidelines and videos related to the activity.
It is not enough to put the student in front of the electronic interaction device, it is
necessary to have the mediation of the teacher, who is responsible for assisting
 in defining the project's theme, clarifying the doubts that will arise, dialogue
stimulating students and guiding them in the moments when difficulties appear.
The factors that can hinder real communicative competence in this ideal
classroom Listening is active, whereas hearing is largely passive. There’s so
much going on in a classroom that it’s easy to hear students’ words literally and
fail to look for their underlying meaning.
Student participation is one of the major factors affecting classroom
communication. Some students participate more naturally than others.students
who are comfortable and willing to share their ideas and others who would be
fine going all year without saying a single word. Often the quiet students have a
lot to contribute but for some reason do nor feel comfortable doing so. To
encourage students who don’t usually volunteer, organize small group
discussions, assign conversation partners, and schedule presentations. Often
students find their voices when they work with a partner and can prepare ahead
of time to present in front of a larger group or the whole class.

4. Explain in essay form three Communicative Approaches or Methods that can be

used today to promote interaction in class thus fostering fluency in learners.
16 pts.
There are different methods that are being used to teach English as a foreign
language but not all of them help us to reach the desired communicative goals,
the selection and application of the most effective ones is required. The lack of
appropriate methods, techniques, and strategies for teaching English is providing
poor results in the oral production of the language.
Providing students with real communicative contexts is the best option teachers
can make, because students can exchange real information, so language and
phrases will emerge according to the situation. It is also necessary that students
have a lot of exposure to the language, the linguistic input they receive shoul
provide them with opportunities to produce and use the language at any
situation, motivation then plays a very important role in encouraging students to
verbally communicate.
To achieve the goal of communicative language teaching; these
process-based methodologies are Content-based instruction is a
methodology that favors the acquisition of language through the use of content;
in addition, it allows to link and develop different language skills. Task-based
instruction pedagogical and real-world tasks are used in order to provide
learners with opportunities to be involved in meaningful tasks. The former are
tasks in which interaction among learners is necessary but the task itself will not
be found in the real world while the latter are tasks designed from
authentic materials such as listening tasks, problem solving, sharing personal
experiences, comparing, among other real life situations.
 Interaction plays an important role in language learning since it gives the
students the opportunity to put into practice their communication skills. In order to
create meaningful interaction among learners, the correct materials
that promote such interaction have to be chosen.

5. How can you carry out cooperative learning in your class? What are the factors
that you have to consider when implementing this type of methodology? Explain
in essay form. 16 pts.
Cooperative learning is a classroom instruction presentation model that involves
students working together to meet their learning goals in learning teams or
groups.
Cooperative learning involves more than just having students sit together in
groups. Cooperative learning involves planning with clear directions, student
work roles, and outcomes and measures for learning goals. Teachers who use
this method see the value in cooperation, teamwork, and collaboration as a major
part of their classrooms. Students who learn how to collaborate through
cooperative learning can become adults who work together more effectively in
the workplace.
When the cooperative learning group completes the learning task, the teacher
evaluates the results. That evaluation needs to include some type of format to
determine if the students accomplished their learning goals for example a rubric.
One common strategy that teachers use is called pair-share. This can be easily
adapted into most classrooms by asking students to collaborate with an “elbow”
partner or person close by. Students can discuss a question or topic, and then
share with the whole class. Teachers often refer to this strategy as “think-pair-sh
Teachers who plan cooperative lessons often use small groups (groups of 4).
Students are assigned roles within the group so that they can divide and conquer
the learning task at hand. For example, the reporter is responsible for sharing out
the new learnings of the task. Often quads are divided into mixed skill groups.
This can help students who struggle to have higher-level students mixed with
lower-level students so that peer learning and coaching is incorporated. All of the
mentioned techniques require planning and coordination on the part of the
teacher.are”.
When used in combination with individual learning assignments, cooperative
learning can enhance classroom instruction and make learning more social and
fun for students.
6. Describe the different teaching activities that can be used to develop or improve
the EFL learner’s oral skills in an interactive way. Explain in essay form. 16 pts.