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Over the past few decades, massive educational developments are mostly attributable to technological advancements. Technology has become more integrated into classroom activities as electronic resources in education has increased. The most successful and engaging English courses for ambitious students are those that offer technical assistance. Accordingly, this article aims to show the role of integrating technology in educational institutions. The current research is based on a review of 10 studies examining gender differences in utilizing technology to learn languages. The emphasis of the study is research undertaken between 2015 and 2020. Therefore, the investigation starts with the most recent study (i.e., conducted in 2020) and proceeds backward (i.e., published in 2015). As a result, we can draw the following conclusions about the role of technology in language classrooms: it facilitates teacher-student collaboration, provides students with easily understandable feedback and performance, helps students develop their critical thinking skills, makes learning and teaching more student-centered, builds students' autonomy and confidence, and increases their motivation to learn.

Reference is a widely accepted global semantic notion that argues the relationship between a statement and its referent is necessary to recognize things in written or spoken conversation. The current study is concerned with personal references employed in the discourse in order to be able to refer to them anaphorically. It attempts to study the nature of Reference in Arabic as a semantic concept. Moreover, it displays the references mostly used by Iraqi people in everyday communication and the anaphoric personal references used by them. Analyzing the daily Iraqi social speech on YouTube shows different points that are shown as follows: (a) personal preferences are the most predominant cohesive category employed, and they yielded the highest percentage within all instances of analysis. (b) third and second-person pronouns rank as the lowest in most occurrences within the samples. (c) Other types of anaphoric references, such as demonstrative, are used less or should be utilized more.

People use language to express their ideologies and cultures in social interactions. Because listeners and readers add their viewpoints to language, words can have meanings beyond what speakers and writers intend. One of the tasks of authors must be to persuade their readers of the truth of their fundamental arguments. Presupposition is essential in distributing given and new information in conversations. Implicit meaning is derived from the sender's assumptions, the premises indicated in the speech, and the recipient's prior knowledge and experience in the world. As a result, the current study attempts to identify the key presupposition triggers employed in diverse scientific writings. It is hypothesized that English scientific texts contain numerous presupposition triggers. According to a methodology devised by the researcher and based on Yule 1996, the present study explores the presupposition triggers employed in scientific texts extracted from British and Iraqi English journal articles. This study aims to examine presupposition triggers of 12 randomly chosen English scientific texts. In order to demonstrate a comparison, these excerpts from two academic journals of linguistics represent a variety of cultural and regional distinctions among researchers. It reveals that the articles in the British journal acquired the most occurrences, 657 (51.89%), while the articles in the Iraqi journal receive 609 (48.10%). The findings also indicate that 'existential' and 'factive' presupposition triggers are employed most frequently, while 'lexical' and 'counterfactual' presupposition triggers are employed the least. When the two situations are compared, it is clear that, although there are differences, there are also numerous similarities. The few differences attributed to authors' attitudes towards certain information and linguistic constructions are insignificant.

Bilingual cultures use code-switching to improve communication clarity. Accordingly, university lecturers and learners use code-switching daily in English classes. Thus, this paper examines the situations, reasons, advantages, and disadvantages of code-switching as a foreign language teaching method by Iraqi and Iranian university EFL lecturers and how much students prefer it in different classroom situations. This is achieved via two sorts of questionnairs designed as Google forms; one of them was sent to 12 Iraqi and Iranian EFL university lecturers who teach English as EFL instruction. The second sort of questionnaire was sent to 30 undergraduate students (second stage) as native speakers of Iraqi-Arabic and Persian from Tehran and Kufa universities. The data obtained from questioners' responses of EFL lecturers as well as those of students are analyzed qualitatively and quantitively, respectively, to make a comparison between the use of code-switching in two countries. The finding of this study indicates that Iraqi teachers and students coded more than Iranias. However, both groups agreed that code-switching is increasing learners' grasp of complicated instructions, confusing explanations, difficult and abstract language, and inner-classroom instructions on particular topics. Moreover, almost all teachers agree that code-switching is advantageous because it saves time and helps students who need to improve their language understanding. On the other hand, CS has the drawback of having a negative impact on their future performance. EFL students who speak their mother tongue in class feel more comfortable since their first language is better than their second. Code-switching helps EFL students organize, improve, and deepen their target language speech. Finally, it is indicated that teachers and students agreed that utilizing the native language in restricted instances is advantageous in an English classroom. The research ends with some recommendations for further research.

The first requirement of using any foreign language is to be informed with the fundamentals of that language. Grammar is one of these fundamentals that every foreign language learner or user should be guided by its rules in order to be skillful in using this language. This research is mainly attempted to draw attention to the different kinds of -ing forms (verbs, adjectives and nouns) due to the fact that each form represent a significant part of English Grammar classification that the whole language is based on; on the one hand, and as a problematic area for English foreign users on the other hand. The -ing form is remarkable in many ways according to its various grammatical functions so that its varying functions can be confusing and complicated to be distinguished. The current study aims at (1) Introducing a material about idiosyncrasies of types of -ing forms which are valuable for English users to recognize those types; (2) Exploring the ability of Iraqi English Foreign Language (for short, EFL) teachers to utilize correct -ing forms at the recognition and production levels and (3) Investigating the types and reasons of errors which Iraqi EFL teachers commit in the use of -ing forms. To achieve the aims stated above, three hypotheses are set: first, the -ing forms are to some extent difficult to be identified by Iraqi EFL teachers in both levels: recognition and production. Second, both males and females have the same ability in distinguishing each type of -ing forms. Third, it is assumed that most Iraqi EFL teachers can recognize and use the -ing form as verbs rather than nouns and adjectives. The correctness of the mentioned hypotheses have been approved through adopting a diagnostic test of two questions which has been applied to a sample of 30 Iraqi EFL teachers for intermediate stages in Al- Najaf Al- Ashraf public schools.