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The present study explores the inflectional systems of Arabic and English nouns with special attention to the similarities and differences between them. In other terms, this paper aims to answer the following research questions: What forms are used to mark the Arabic and English nouns for inflection? To which extent is inflection in Arabic nouns identical to/varied from that in English nouns? To do so, it is essential to describe the inflectional morphology of nouns in each language and explain how they are inflected and for which category/ies. A systematic comparison, then, is carried out between the two morphological systems. The outcome of the study reveals that the English nouns are weakly inflected as opposed to the Arabic ones. It is noteworthy that the results of this study are majorly applicable in the fields of second language learning, translation and machine translation.

This paper tackles the concept of AI, its justification, and its applications in the field of education in general, and in the field of teaching/learning English Language, in particular. The paper focuses specifically on the incorporation of artificial intelligence (AI), which includes a wide range of technologies and methods, such as machine learning, adaptive learning, natural language processing, data mining, crowdsourcing, neural networks or an algorithm, into foreign language learning and teaching. First, the paper is concerned with changes brought to education in general and foreign language education specifically through the application of AI-powered tools and discusses ICALL (intelligent computer assisted language learning) as a subset of CALL. Second, it delineates the implementation of AI in the field of ESL/EFL. Third, it summarizes the consequences of applying AI-powered tools for foreign language education. Fourth, it discusses the benefits and challenges that the AI implementation entails. Finally, it puts forward a number of guidelines and recommendations for education policy-makers targeting the basic requirements for AI implementation.

This research delves into assessing the reading proficiency of Iraqi EFL students using Dynamic Assessment (DA), as traditional static tests frequently fall short in accurately gauging abilities due to time limitations and a fixation on end results. By examining how assessment and teaching influence each other, the study underscores DA's capability to anticipate learners' advancement through teacher student interaction. It sheds light on the hurdles encountered by Iraqi EFL learners and advocates for a more dynamic assessment approach conducive to continuous growth.

This research paper aims to elaborate cognitivism and its implications to the second language learning by analyzing the three views on second language acquisition (the behaviorist view, the innatist view, and the interactionist view). In the second place, the present study describes language proficiency and the influence of cognition on second language acquisition. Then the study sheds light on intelligence and aptitude, and cognitive learning styles as key cognitive factors influencing second language (L2) learning.