In an ESL classroom composed of students from the same cultural and linguistic background, the teacher has success with teacher-centered activities but observes that the students are reluctant to engage in student-centered activities such as cooperative learning groups. After conducting research on the educational system in the students' home country, the teacher concludes that the students have less experience with a collaborative approach to learning. Which of the following teacher strategies would best facilitate the students' participation in group activities?
  1. Presenting the students with videos and scripts of group debates.
  2. Conducting group discussions on specific preassigned topics.
  3. Scaffolding group activities with the teacher acting initially as moderator.
  4. Having the students be responsible for playing specific roles in their groups.
Explanation
Correct Response: C. The students in this scenario need exposure to and practice with the skills and processes involved in cooperative group work. By moderating the group work, the teacher can provide support to the students, as needed, while gradually releasing responsibility to them as they begin to feel comfortable and successful in cooperative activities. A is incorrect because the students are already accustomed to more passive, teacher-controlled activities such as watching videos or reading scripts. In addition, debates involve developing and presenting opposing arguments rather than working cooperatively toward a shared goal, and thus they foster different skills. B and D are incorrect because, though they involve some relevant subskills, they do not address all the skills and processes involved in cooperative group work, nor do they include teacher scaffolding, and therefore they are not likely to be effective in facilitating students' successful participation in the group activities. 
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