iraqi efl learners

Affective variables play a really important role in the language learning process. Interest and anxiety are some of the emotional features, affecting language learning in general and grammar achievement in particular. This research focused on the impact of using interesting instructional materials on the grammar achievement and interest level in the EFL context. The investigation further tried to find whether selecting the reading materials based on learners’ preference had any influence on the leaners’ anxiety level. To answer the research questions, a mixed-methods design was adopted based on the nature of the questions. The experimental group was taught with interest-based units, while the control group used traditional syllabus units. Participants were evaluated before and after the intervention with grammar tests, interest surveys, and an anxiety questionnaire. Data were analyzed with SPSS to identify differences in grammar achievement, interest, and anxiety levels. It was revealed that the employment of interest in selecting class materials helped learners have better performance in grammar achievement. Furthermore, it was shown that learners’ interest level significantly grew as a result of using materials based on learners' preferences. The results also indicated that learners' anxiety level reduced due to the employment of attractive materials for teaching. EFL teachers are recommended to consider learners' interests in order to create more engaging materials and improve learning outcomes.

The present study sought to explore the perceptions of Iraqi EFL learners regarding autonomous learning within the context of higher education. Employing a qualitative research design, the study involves the participation of 80 Iraqi university students enrolled in English as a Foreign Language programs across various higher education institutions in the Erbil region of Iraq. Convenient sampling was employed to select participants, who ranged in age from 20 to 30 years old and had Kurdish and Arabic as their first languages. Data collection was facilitated through the utilization of a "Learner Autonomy Questionnaire." The collected responses were analyzed using SPSS version 25, employing frequency analysis to uncover patterns and trends within the dataset. The findings reveal that the majority of participants hold positive attitudes toward autonomous learning in higher education. However, it is noteworthy that some participants expressed reservations and highlighted challenges associated with autonomous learning. The study provides valuable insights into the nuanced perceptions of Iraqi EFL learners, shedding light on their attitudes and perspectives toward autonomous learning within the dynamic landscape of higher education. The outcomes of this research contribute to a deeper understanding of the interplay between learners' perceptions and the promotion of autonomous learning in the Iraqi EFL context. This study has implications for curriculum development, pedagogical practices, and the enhancement of language learning experiences in higher education institutions.

Online learning has enabled students from different geographical areas to engage with academic institutions and other students online, and to learn at their own pace while working toward a degree or certificate. Therefore, it is important to check whether online learning meets students` educational expectations. The main aim of this descriptive study is to examine the perceptions of EFL students toward online classes in Iraq. In so doing, it focuses on the views of Southern Iraqi students because their conservative environment has limited their access to online learning until recently. The researchers used an adapted questionnaire and semi-structured interviews to investigate EFL learners` perceptions of the benefits and drawbacks of online learning and to determine their challenges in online learning. The findings of this study could motivate EFL practitioners to understand the factors that facilitate or impede conducting online courses in South of Iraq. Also, it can add an insightful understanding of the existing literature on the application of technology and the use of online classes among Southern Iraqi students learning English as a foreign language.

With the advent of technology, blended learning (also known as hybrid learning), as an approach to learning has become a common feature of education across the world. Considering the importance of learners' attitudes toward learning environments, in this study, an attempt was made to investigate the impact of the blended learning model on Iraqi students' achievement in an English literature course as well as their attitudes toward blended learning. In doing so, a total number of 50 English Literature BA participants took part in the study. The participants were subjected to a pre-test and a post-test after their homogeneity was confirmed using the Oxford Placement Test. In the next step, the students were interviewed to help the researchers gain a deeper understanding of the learners' perspectives on blended learning. The results of the repeated measures analysis suggested that blended learning could improve EFL learners' literary knowledge, especially in the genres of short fiction and drama. Moreover, it was found that the learners had a positive attitude toward this learning method since they considered it a new form of learning that could heighten their motivation, improve their participation, and provide the chance to be autonomous learners. These findings are discussed and conclusions obtained from the results are put forward.