Explore the vast range of titles available.

This paper aims to investigate the extent to which training learners in vocabulary learning from context has positive impact on the process of vocabulary acquisition at university level. The study follows a quantitative approach using instructor questionnaire and statistical analysis is conducted through SPSS program. Forty-five instructors from both public and private Sulaimani Province Universities were involved. The main study findings showed that training learners on inside class techniques such as following the steps of inferring meaning from context, using grammatical clues to enhance vocabulary guess and checking the correctness of the guess by using dictionary also training learners on outside class techniques like watching movies, listening to songs, social media interaction and gaming can significantly improve learner's vocabulary size. The findings also show that among the fore mentioned strategies, training learners to follow the steps of inferring meaning from context and directing learners to infer meaning from context through watching movies are superior to other strategies. Adopting the mentioned ways in this study may positively improve learners' vocabulary and comprehension, and also speeds up the vocabulary learning process. The findings of this study may also encourage the EFL instructors to follow the techniques depending on their learners' level of understanding and interest.

The concern for the assessment of learning outcomes is reinforced today by the requirement expressed by society to get hold of skills graduates in various fields of activities. Hence, Learning outcomes are considered as an essential part of any type of learning process. A learning outcome is a clear statement of what a learner is expected to be able to do, or to know about language and provide value at the completion of a unit of study, and finally how well they should be expected to achieve those outcomes. It states both the substances of learning and how its attainment is to be demonstrated. This study will enhance the importance of assessment procedures of learning outcomes in developing higher education students' information literacy competence which should be valued in all the fields of life. The study will find different types of tools and methods which can evaluate knowledge and skills to evaluate the importance of assessment. By using different types of assessment activities, teachers can improve activities of evaluations that is an important part of assessment procedures to achieve the learning outcomes. A central objective in the university context is to promote innovative teaching activities that increasingly see students as an active part of the learning process, fostering their learning outcomes, knowledge, and skills. Innovative assessment practices have the potential to shift the way universities function. By focusing on well-designed assessment tasks, where students are expected to work collegially and are actively involved in assessment, the opportunity to engage students in the assessment process is realized. For the purpose of finding out the potential of assessment procedures in developing learning outcome, one of the courses taught in English Department of Punjab University, Pakistan to the BS Linguistic students is assessed. The findings of the study reveal that assessment of learning outcomes today becomes an integral part of teaching and learning process, though whatever methods or tools we use to evaluate students' performance of knowledge or cognitive skills, it should be in a positive and encouraging way of assessment. Moreover, the use of different assessment activities clearly points out that the achievement of learning outcomes depends on the proper use of assessment tools, then only we can see the potential of assessment in enhancement of learning outcomes.

Objective: This study examined the cognitive benefits of English language learning in Jordan's predominantly monolingual context, an area that remains largely unexplored. Methodology: A methodically crafted, literature-based survey was administered to a representative sample of 365 Jordanians, selected through random sampling, utilizing a quantitative research design. Findings: The analysis underlined several pronounced cognitive benefits of English language mastery. Key enhancements spanned domains such as attentional control, memory retention, overall health, and creative thinking. Furthermore, the linguistic journey often translated into socio-cultural advantages, facilitating richer intercultural exchanges, fostering deeper friendships, and broadening global perspectives. Interestingly, urban residency and higher educational attainment emerged as influential variables, amplifying these benefits. Recommendations: This study provides essential insights for educators and policymakers to enhance these advantages in monolingual societies.