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The dreadful increase in death rates caused by the COVID-19 pandemic, deadly diseases and accidents are all issues that make people give condolences more than ever, and here comes the need to master the speech act of giving condolences to the EFL teachers. However, English teachers have not been called upon to give condolences, particularly in terms of gender. The objective of this study is twofold: (1) To identify the most common strategy by Iraqi EFL teachers and (2) to examine gender variations among these teachers. To this end, a production task was adapted from two related studies. The data were elicited from 39 male and 39 female English language teachers enrolled in the academic year 2020-2021. MS Excel and SPSS were utilized for descriptive and statistical analyses. The study yielded that the females significantly gave more sympathetic, empathetic, suggestive and advising, and combined condolences while the males significantly gave more offering assistance condolences probably based on expressions from their first language.

Although self-directed learning is regarded as a skill of the 21st century and as a motivation for students in educational practice and theory, self-directed learning is considered to be challenging for most teachers to be integrated into their practice. Meanwhile, teachers are required to consider each student as a unique and distinguished individual. This means that students in every classroom have diverse talents and abilities to learn differently and are able to develop at a different level. Thus, Iraqi EFL preparatory school teachers must be informed of all ideas, concepts, and methods relating to English language learning. The current study aims at finding out how Iraqi EFL preparatory school teachers perceive teacher competencies of self-directed learning and if there are any significant differences between them due to their gender and years of experience. The participants are (300) EFL preparatory school teachers from Baghdad Governorate/ the General Directorate of Education- Al-Karkh 3rd. An online closed questionnaire has been submitted to the participants using Google forms. The results reveal that Iraqi EFL preparatory school teachers have positively perceived teacher competencies of self-directed learning, and that there are significant differences between them according to their years of experience.

The content-based approach to teach English for specific purposes has been a subject for significant change and innovation in the last decade, with a rising emphasis on integrating language and content through teaching scientific and technical university branches in the English language. This paper examines the significance and challenges of applying CBI in ESP instruction in the Algerian context, taking Djillali Liabes University of Side -Bel- Abbes as a case study. The research was conducted with five ESP teachers from five different departments at Djilali Liabes University. The teachers were interviewed and observed. The results obtained revealed that the participants faced a number of challenges that prevent them from efficient implementation of content- based teaching of the English language in their specialized fields. The study suggests a number of recommendations and strategies that might lead to the adequate of teaching English through content at the tertiary education level.

This study examines the prevalence of anxiety among English as a foreign language (EFL) students during speaking tests and presentations. To achieve this goal, the researcher designed a questionnaire that was filled out by the students of UTAS (University of Technology and Applied Sciences -Nizwa Branch-Sultanate of Oman). The study presents the findings of three tables that highlight the level of discomfort, fear of failure, and pressure that EFL students experience during speaking tests and presentations. The study emphasizes the importance of addressing anxiety among EFL students and presents effective strategies to reduce anxiety levels and enhance performance, including relaxation techniques, positive self-talk, mindfulness training, metacognitive instruction, and the flipped classroom approach. The study recommends language instructors to provide ample opportunities for low-stress speaking practice, incorporate relaxation techniques and mindfulness training, integrate metacognitive instruction into language learning, and implement the flipped classroom approach to reduce the pressure of test and presentation preparation. The study underscores the need for language instructors to be flexible and open to experimenting with different approaches to find the most effective strategies that work best for their students.

In today's world, technological advancements serve to simplify learning and teaching,. That said, the abundance of tools and information can overwhelm both teachers and learners, sometimes causing technology-related anxiety. The present research aims to identify EFL university teachers' emotional engagement with Artificial Intelligence. Unveiling teachers' sources of fear and anxiety towards Artificial Intelligence and understanding their emotional responses can have practical implications for their effective implementation of these new technological tools, To achieve the aim of the present study, an Artificial Intelligence emotional survey was designed and administered to 21 Algerian EFL teachers at Mouloud MAMMERI University, in the Department of English, to assess their emotional engagement with various Artificial Intelligence tools. The survey comprises three sections. The questions were designed based on Y.Y. Wang and Y.S. Wang's (2022) artificial intelligence anxiety scale. The findings indicate that most teachers do not display negative emotions towards learning Artificial Intelligence technology. However, they view it as a significant contributor to dependency and laziness.

The widespread of the integration of information technologies within the educational landscape has yielded a growing interest in the implementation of digital assessment practices. As a result, digital assessment literacy is becoming an important constituent of language assessment literacy among EFL teachers. In this respect, the aim of this paper is to provide EFL teachers and teachers' trainers with a theoretical background and related research in this area that would serve in framing their endeavors to develop digital language assessment literacy. This paper focuses on defining the main components of digital assessment literacy including knowledge, skills and competencies. It also highlights its impact on informed efficient language teaching practices. This paper urges EFL teachers to incorporate DA in their assessment practices and consider developing their digital assessment literacy being a requisite skill for teachers in the 21st century. It also calls for further research in this area of professional development.

The present research study sheds light on the incorporation of classroom discourse analysis in the teaching process inside university classrooms. The aim of the study is to conceptualize and establish a theoretical model for the teachers of English to adopt in classroom discourses at the university level. The problem of the research is quite evident in that there are various teaching methods which university teachers of English definitely follow. Teachers prefer to adopt the method they consider suitable for the materials they teach. It is hypothesized that if the teachers of English try to stick to a compromised language teaching method, the language teaching/learning situation will be better improved and developed. To validate the hypothesis, a questionnaire is adopted and presented to 19 university teachers of English to assign the method they should follow inside the classroom. Then, the framework is conceptualized and established by the researchers according to the results of the questionnaire. The researchers adopted the qualitative and quantitative methods in analyzing data. Based on the results obtained and data analysis, it is concluded that the university teachers of English prefer to adapt to different methods and models of teaching in order, for them, to select and adopt the language teaching method (s) they characterize for the materials they intend to teach inside their classrooms.

The present study aims to investigate the awareness of English language instructors, appraise the impact of teaching speaking skills to English language learners and develop speaking skills in Saudi Universities. The study is limited to the instructors of English, in the academic year 2021/2022, in the Kingdom of Saudi Arabia universities. 50 English instructors responded to the questionnaire to explore their perceptions about awareness of teaching and developing speaking skills and positive effects on learners of English. The findings indicate that English instructors are aware of using the activities of speaking applied to develop speaking skills, and the students get benefits to some extent from the speaking strategies used. But students face problems to practice speaking in front of others. The students need to be motivated well to adequately benefit from the speaking skills. Syllabuses need more amendments to help students learn to speak efficiently. It is recommended that Syllabuses are to be revised periodically to cope with the needs of the English instructors in teaching and students to learn.

Over the last two centuries, the place of culture in language teaching has been present in different approaches and methods to language teaching. However, few studies were conducted to examine the teaching of culture under the framework of the Competency-Based Approach (CBA). Certainly, since 2004, this approach has been implemented in the Algerian Educational System as a new interdisciplinary approach and medium of instruction and hence the textbooks of both levels, middle and secondary, were designed accordingly. Therefore, this study purports itself to investigate the role of CBA in upholding and fostering the teaching of culture in the Algerian context. In the light of this, a questionnaire was submitted to seventy secondary school EFL teachers at the district (Wilaya) of Oum El Bouaghi, Algeria. The obtained results disclose that there is a great awareness among EFL teachers of the significant role of culture in language teaching/learning. Nevertheless, the majority of them displayed a lack of what constitutes this role in terms of CBA classroom practices. Moreover, the amount of the target language culture is inadequately supplemented in the secondary school textbooks, notably through activities.

تهدف الدراسة الحالية إلي استكشاف العوامل التي يمكن الاعتماد عليها في إنشاء برنامج \"اللغة الإنجليزية لأغراض محددة\" في الجامعات السعودية بحيث يمكن جعل برنامج السنة التحضيرية أكثر أهمية للحصول علي مخرجات ذات معني. لقد ثم جمع إجابات الممارسين في تدريس برنامج \"اللغة الإنجليزية لأغراض محددة\" ومقارنتها بهدف تعزيز التعليم الموجه ذاتيا لدي الطلاب من أجل التسهيل عليهم في مستقبلهم الأكاديمي والمهني- البحث يبين أن برنامج \"اللغة الإنجليزية العامة\" بدأت في فسخ المجال تدريجيا لبرنامج \"اللغة الإنجليزية للأغراض المحددة\" في الجامعات السعودية لجعل المخرجات الأكاديمية أكثر أهمية وإثراء. استخدام الباحث مجموعة من المنهجيات في جمع البيانات الكمية والنوعية، التي جمعها من خلال عشرة مؤشرات علي نطاق ليكارت. وتم إجراء الدراسة الاستقصالية علي 100 مدرس لغة انجليزية في ثلاث جامعات حكومية في المملكة العربية السعودية. وتم التحقق من صحة النتائج بواسطة إجراء مقابلات أجريت علي 40 معلما هم أصلا يدرسون اللغة الإنجليزية كلغة أجنبية وكذلك اللغة الإنجليزية للأغراض المحددة للطلبة السعوديين. كذلك فأن البحث يهتم في تحليل الوضع الحالي بالنسبة لتدريس اللغة الإنجليزية للأغراض المحددة في الجامعات السعودية ومواضع الحذر في فكرة التحول من تدريس اللغة الإنجليزية العامة إلي تدريس اللغة الإنجليزية للأغراض المحددة. ولقد كانت أهم التوصيات في هذه الدراسة هي عمل توزان في برامج السنة التحضيرية في الجامعات السعودية وكيف بإمكانه أن يكون أكثر فاعلية عند تدريس اللغة الإنجليزية للأغراض المحددة من جهة، ومن ناحية أخري، تدريس اللغة الإنجليزية للأغراض العامة الذي دائما يحد الاهتمام في كثير من الأحيان.