Assessment in English as a Foreign Language (EFL) encompasses principles and practices that guide educators’ evaluation of students’ language competencies and provide critical insights into the conceptualization of teaching and learning. In light of this, educators can promote authenticity in assessment by

Bakhtin’s concept of discourse genres is intrinsically related to the field of English as a Second Language (ESL), as it offers frameworks through which learners engage with and internalize the target language. By mediating authentic communicative practices, discourse genres enable learners 

In an increasingly globalized society and given the rapid advancement of Artificial Intelligence (AI), the role of interdisciplinarity in fostering competences within the field of ELS has become particularly urgent. From this perspective, it is essential

The contributions of active methodologies in the process of renewal and transformation that education has undergone during the COVID-19 pandemic have been particularly significant, as they promoted adaptable, student-centered approaches suited to remote and hybrid learning contexts. Despite their implementation representing significant progress, certain limitations became evident because

The concept of the instructional sequence in EFL (English as a Foreign Language) has been investigated recently in some Brazilian schools as a theoretical and methodological procedure for language teaching and learning, focusing on oral and written texts in a genre-based perspective. Thus, an instructional sequence, when applied from an interdisciplinary perspective, helps EFL students develop competencies across different subjects

Question must be answered based on the following statement.

Educators need to help students become more aware of the ways of working across multiple modes of communication.

Source: BOWEN, Tracey; WHITHAUS, Carl. What else is possible: multimodal composing and genre in the teaching of writing. In: BOWEN, Tracey; WHITHAUS, Carl (org.). Multimodal literacies and emerging genres. Pittsburgh: University of Pittsburgh Press, 2013. p. 1-14.

Thus, based on the statement above, one approach to engaging students both in the creation of multimodal compositions and in developing their understanding of how these compositions function within social contexts is 

In Brazilian high schools, the current teaching and learning practices of English as a Foreign Language (EFL) often rely heavily on traditional assessments, such as written tests, grammar exercises, and vocabulary quizzes, to evaluate students. While these methods can measure knowledge of language rules, they frequently fail to capture students’ communicative competence, critical thinking, and ability to use English in real-life contexts. This is due to the fact that

Question must be answered based on the following passage.

Cognitive strategies are used to acquire and retain information. They include memorizing, problem solving, making mind maps, using mnemonics, etc. Metacognitive strategies involve determining which cognitive strategies should be used in a particular situation.

SOURCE: McGuire, Saundra Y . Close the Metacognitive Equity Gap: Teach All Students How to Learn. Journal of College Academic Support Programs. Volume 4 | Issue 1, 2021, p. 69.

Metacognitive strategies are important because they allow learners to

Mastering sentence construction is a crucial component of the Language Learning Process in Brazilian ESL (English as a Second Language) education. One common challenge observed among Brazilian learners is the omission of subjects in English sentences. This phenomenon happens due to

Question must be answered based on the following passage.

Then summer came. A summer limp with the weight of blossomed things. Heavy sunflowers weeping over fences; iris curling and browning at the edges far away from their purple hearts; ears of corn letting their auburn hair wind down to their stalks.

Adapted from: MORRISON, Toni. Sula. Alfred A. Knopf, 1973. 

In the passage above, Toni Morrison constructs meaning through complex lexical and grammatical choices characterized by

Question must be answered based on the following aspects.

Language consists of grammaticalised lexis, not lexicalised grammar.

Adapted from: LEWIS, M. The Lexical Approach: The State of ELT and a Way Forward, London: Commercial Colour Press. 1993. 

Michael Lewis contends that English teaching should prioritize the learning of lexical groups, such as collocations and language chunks, rather than focusing on the grammar/vocabulary dichotomy. Taking these aspects into consideration, it can be said that the language chunk 'have a slouch' was correctly used in:

Experts have suggested a shift from the previously popular model of instructor-based teaching to a more student-oriented approach, known as active learning. Accordingly, active learning deals with 

Question must be answered based on the following text.

Consider a classroom where learners engage in "reflection and sharing," openly discussing their experiences and feelings related to language learning in a supportive group setting. Reflection and sharing is used as a technique within the Community Language Learning (CLL) method, which emphasizes creating a collaborative and emotionally safe learning community (Curran, 1976).

Adapted from: SHENASSA, Alex. Approach, Method, and Technique in Language Teaching (2024). Available at: https://www.atcbc.com/atc/approach-method-technique.html

Based on the pedagogical scenario described above, one can say that Community Language Learning is underpinned by

Question must be answered based on the following excerpt.

In the past ten years of the project, we have implemented teletandem in three ways: institutionally, institutionally non-integrated, and institutionally integrated teletandem (Cavalari & Aranha, 2014). The three distinctions are important. First, because they situate the actions of the Teletandem Brasil Project. These actions differ from many private/business initiatives of online collaboration to learn foreign languages that are available on the internet (...). Basically, the Teletandem Brasil Project has always been institutional, that is, the practicing students were always enrolled in the courses of both universities.

Adapted from: TELLES, João A. “Learning foreign languages in teletandem: resources and strategies”. Available at: https://www.scielo.br/j/delta/a/yDgwtkLRKj5ftZ86ddKVggm/?format=html&lang=en.

Considering the excerpt above, teletandem can be understood as a language policy once

Question must be answered based on the following excerpt.

In an English for Specific Purposes (ESP) course, the reading component necessitates a careful balance between the development of specific reading skills and language proficiency. Several critical skills, as mentioned in T. Dudley-Evans and M. J. St John’s Developments in ESP: a Multidisciplinary Approach (1999) are essential to be learned or transferred into the new language.

Adapted from: YARKULOVNA, Saidova Surayyo. Developing reading skills and comprehension in English for Specific Purposes (2023). Available at: https://zienjournals.com/index.php/jpip/article/view/4215/3495 

Regarding reading skills in the ESP context, it is correct to state that 

Judge the statements below as TRUE (T) or FALSE (F) regarding approaches to developing oral, written, listening, and reading skills in English language learning:
(__)Integrated-skill instruction allows learners to transfer strategies from one modality (e.g., listening) to another (e.g., speaking).
(__)An exclusive focus on written grammar drills is sufficient to promote balanced oral and listening proficiency.
(__)Task-based lessons combining reading input with oral output activities reflect communicative language development principles.

The CORRECT sequence is:

An instructor alternates intensive, extensive, and shared reading across a 12-week syllabus. Considering the defining features of these approaches, identify the INCORRECT statement.

An EFL program identifies that second-year students systematically misinterpret implied meanings in short editorials, yet the midterm is approaching with an inferencing criterion in the rubric. As the course lead, you must integrate remediation without derailing the assessment calendar. Which plan aligns formative evidence with the upcoming summative task while offering a viable path to recovery.

You are finalizing a rubric for a small-group, tech-mediated oral presentation (5− 7 minutes) in an undergraduate EFL course. Considering Base Nacional Comum Curricular (BNCC) general competencies (e.g., argumentation, digital culture) and inclusive design, which criterion set is appropriate.

Judge the statements below as TRUE (T) or FALSE (F) concerning practical activities designed to stimulate communication in EFL classrooms:
(__)Role-plays simulating authentic situations (e.g., ordering food) foster pragmatic competence and fluency.
(__)Pair reading aloud, when structured with follow-up discussion, is the most effective way to stimulate spontaneous oral communication.
(__)Information-gap tasks encourage negotiation of meaning and collaborative problem-solving.

The CORRECT sequence is: