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Requests are important acts of spoken language. The learners' appropriate use of such acts can be attributed to the fact that they have acquired enough knowledge. However, a big number of learners do not reflect the desired ability in the use of such acts. Hence, present study aims at: (1) specifying different strategies of requests used by college learners of English, (2) highlighting the areas that college learners find a difficulty in producing and receipting requests, and (3) assessing college learners' use of this speech act, and whether or not there is any transfer from the learners' first language to the language they are learning. To bring about such aims, the study hypothesizes that Iraqi learners learning English as a foreign language in general are not good enough at receipting and producing English requests. Second, their performance on the recognition level is better than on the production level, as far as request is concerned. Third, they have insufficient number of request strategies which causes them to repeat the same pattern for any given situation. To test the validity of these hypotheses, the following procedures are adopted: (1) a theoretical framework of speech act theory as well as of politeness principle and some other relevant issues to request are presented, (2) A diagnostic test of two parts, namely, Recognition Test and Production Test, is administered to (75) learners at Kufa University, College of Arts/ Department of English. (3) Some statistical calculations have been made to support and/or reject the hypotheses. Finally, relevant conclusions and pedagogical implications are drawn.\"

The aim of this study was to investigate the extent to which teachers of English as a Foreign Language (EFL) in Saudi intermediate schools use the internet to facilitate their teaching of vocabulary, and their perceptions of the benefits and barriers to such use. It also investigated whether male and female teachers differed in their usage and perceptions. The research respondents were 83 teachers (M=34, F=49) randomly selected from the population of intermediate school EFL teachers in Al-Madinah. Data were collected via a self-designed online questionnaire. The instrument-elicited respondents reported uses of the internet (9 items), perceptions of benefits (9 items) and barriers (9 items), using 5-point Likert scales. Demographic data were also collected. The results revealed that teachers reported high use of the internet for all the suggested purposes, with most mean scores corresponding to \"usually\". However, teachers only \"sometimes\" used the internet to share experiences with other teachers. The majority perceived the benefits of the internet for students\" interest and engagement, confidence and independent learning. However, they perceived barriers related to absence of facilities, time pressures and lack of training and support. Male and female teachers did not differ significantly in their responses. It is concluded that, to optimize teachers\" use of the interest to enhance vocabulary teaching, there is need for better provision of infrastructure, training, and support.

This study examines the effects of the transfer of learning from viewing comprehension of short stories embedded in Blackboard YouTube mashups to reading short stories on Saudi Arabian college EFL seniors and their attitudes toward reading in English. The researcher employed an experimental pretest-posttest, control group design, recruiting 26 seniors to the experimental group who viewed a twelve-week online short story-based reading course after viewing them on YouTube and 25 seniors to a control group that studied the same course but without short stories. The control group was not engaged in any short story reading inside or outside the classroom. All participants were pretested using a Reading Attitude Survey and a reading comprehension test developed by the researcher. The pretest-posttest data analysis demonstrated that the experimental participants outperformed the control group on reading attitudes and reading comprehension at a significant level. The study ended with a discussion of the results in the context of pertinent literature and extrapolated relevant pedagogical implications and conclusions, and suggestions for further research.

This study was carried out to explore the pleasure reading practices and preferences of sample Iraqi college EFL students. This study seeks to fill the gap in research's concerning pleasure reading in Iraq since the Iraqi college EFL students' practices and preferences of reading for pleasure have not been explored yet. To do this, the study employed a questionnaire for collecting data. A sample of 177 Iraqi college EFL female students of department of English language of College of Education for Women of Al Iraqyia University in Baghdad volunteered to fill in the questionnaire. Descriptive statistics using frequencies and percentages were used to analyze the quantitative data from the questionnaire. The findings indicate that the majority of the participants read for pleasure weekly. It was also found that the participants preferred to read song lyrics, books of fiction, and articles posted on social media or websites over other types of reading texts. The research findings also showed that some of the participants read 1-2 hours per week and very few of the participants read 4-5 hours weekly. All the participants faced problems when practicing reading for pleasure and these difficulties can be attributed to several factors, such as watching TV/DVD/online.

Although introduced to learners from KG, English is considered a foreign language in Kuwait. Learning English in Kuwait is still a challenging endeavor to many students. However, this paper sheds light on three aspects related to learning English as a foreign language: the first aspect is the position of English, the second is the phases of English development followed by the challenges students encounter in their academic career as learners of English as a foreign language. The number of the sample students is ninety-two students from both genders taking English courses at the College of Social Sciences at Kuwait University as part of their curriculum. Findings identify the main impediments represented in three main factors; namely, motivation, exposure, and rare practice of English outside the classroom.

This research paper sheds light on anxiety in an EFL environment in Kuwait public schools, State of Kuwait. One hundred eighty students (92 males and 88 females) took part in this study. After identifying their level of anxiety based upon the total score in Language Anxiety Score, students were classified into three levels: the first category Highest Level of Anxiety students (HLA) scored as high as 14.1%; the Moderate Level of Anxiety students was 17.5%; while the Lowest Level of Anxiety students reached 68.4%. Students' responses to a questionnaire on learning English revealed that the Highest Level of Anxiety students were more unlikely to exert extra efforts to enhance their language proficiency compared with the Lowest Level of Anxiety students

The present study aims to examine the predictive effect of self-regulated writing strategies of students' writing performance, explore the differences between higher, and lower writing achievers in self-regulated writing strategies. A total of 202 English as a foreign language students at the Northern Border University in Saudi Arabia volunteered to participate in this study. A Writing Strategies for Self-Regulated Learning Questionnaire and a Writing Test were administered to compare the differences between high and low writing proficient learners in Self-Regulated Learning. Pearson correlation coefficient, multiple regression analysis, and independent-samples t-test were calculated. The results showed that both text processing and course memory strategies predicted the writing performance of the participants. Results also revealed significant differences in course memory and feedback handling strategies between higher and lower writing achievers. The findings also indicated a low relative contribution to the course memory and text processing in predicting writing performance. These strategies explained only 6.4% of the total variance of writing performance. Based on these findings, practical implications and recommendations for future research were provided.

This is a pilot study to test the effectiveness of incorporating literature into EFL classes in enhancing the Egyptian learners' language proficiency. The study addresses the problem that EFL learners are not exposed to much reading outside the assigned language textbooks which rely heavily on well-structured decontextualized sentences. Hence, the study hypothesizes that EFL students who are exposed to reading literary texts demonstrate more syntactic maturity in their writing product. The objective of the study is to investigate how incorporating literature into a language course enhances the growth of the students' syntactic maturity which reflects on improving their writing quality. A questionnaire was created, and a four-levelled checklist was developed based on the statistical findings of the questionnaire. The data comprises samples of the EFL learners' 'pre-and post-writing. The analytical tools of the data comprise: (1) The Web-based L2 Syntactic Complexity Analyzer designed by Lu (2010) to measure syntactic complexities in second language learning based on T-Unit segmentation, (2) the two-way ANOVA statistical program for measuring the differences in syntactic complexity for the students' pre- and post-writing. Findings of the ANOVA statistical analysis for overall group scores on the four levels of syntactic complexity: length of production, sentence complexity, subordination, and coordination show that the students' post-writing exceeded their pre-writing in the overall increase of syntactic maturity at the .001 level of significance. Findings of the analysis also revealed that there is a significant increase in the students' syntactic complexity which has its impact on improving their writing quality after an intensive practice on how to read and respond to a literary text.

Curriculum criticism is a systematic way to develop and account for programmatic action that involves procedures that are useful, practicable, ethical and accurate for the anticipated users of criticism process and findings (Patton, 1997 cited in Watanabe 2006). This article critiques an EFL textbook which has been prescribed for use in Iraqi secondary schools. First, a general definition of curriculum will be given. Following, an analysis of the target text book will show how the target learners, teachers and their community (culture) are represented in. The article then gives some suggestions as to how to alleviate some of shortcomings encountered in this textbook.

This study analyzes the rhetorical structures found in the writings of Iraqi students learning English as a foreign language (EFL), focusing on the placement and function of thesis statements within their essays to determine whether they employ deductive, inductive, or hybrid discourse patterns. The research examines a corpus of one hundred essays written by fourth-year students in the Department of English, College of Education for Human Sciences, University of Thi-Qar, all entitled \"My Best Friend.\" Using descriptive and statistical analysis, the study identifies the dominant rhetorical trends among learners. The findings indicate that most students favor the deductive pattern, where the thesis statement appears at the beginning of the introductory paragraph, while the inductive pattern, where supporting details precede the main idea, occurs less frequently. Some essays, however, position the thesis in the middle or at the end, reflecting the influence of Arabic rhetorical tradition, which tends to delay the main idea and employ expressive or proverbial openings. The research concludes that this cross-cultural rhetorical interference shapes students' discourse organization and recommends that instructors raise awareness of such differences to help learners produce more coherent and academically structured English writing. Abstract Written by Dar AlMandumh, 2025, Using AI.