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This question from set #2 seems unnecessarily mutually exclusive:
My students can volunteer answers and I do not call on my students to provide answers
In my class, students can volunteer answers, although I will eventually call on someone if nobody answers a question.
I'm not sure what you mean by or how you define 'fair' here:
All my students get to have fair speaking practice
I agree with Jutfrank's comments about asking us to wildly generalize on set #1, although I also found the 4th question set especially over-generalized. Students vary widely by confidence, personality type, and natural ability. There are students who'd happily never utter a single word in class, and then there are the students you sometimes kind of have to suppress just to give others a chance to participate.
A lot of this ties into personality types (introvert-extrovert) as much as language-learning. A shy student is going to be nervous and anxious in a group setting even when speaking in their native tongue.
I once had a student who could barely utter a comprehensible sentence in English between his horrible pronunciation and complete disregard for English grammar, but had no qualms about speaking 90 miles an hour nearly non-stop in what he just apparently assumed was native-level fluency. He just wanted to talk, and didn't particularly seem to care whether he was understood or not.
He seemed genuinely baffled when nobody understood him. He didn't give a whit about spelling either, reasoning that anyone could just sound out what he was trying to write, even if misspelled. Sometimes, I wished I had just a fraction of his self-confidence. Other times, I anxiously awaited his next pause to breathe.
Another lady could enunciate English quite clearly with only occasional (and minor) grammatical mistakes - when she so chose. However, she really just wanted me to provide her with endless worksheets and homework, particularly writing assignments. It was like pulling teeth to get her to actually use her excellent command of English.