Overlap and Repair of Turn- Taking System during Collaborative Oral Peer-Feedback in an EFL Writing Course

In the last decade, the researchers have suggested peer feedback in English as a foreign language (EFL) writing classroom. It is one of the professional activity tools to be provided in the EFL writing classroom, which makes the students involved more in the class. It makes classes learner-centred rather than teacher-centred. Therefore, many researches have been carried out about the usefulness, cognitive, and social benefits of peer feedback. This paper investigates overlap and repair, as two elements of the turn-taking system, that take place at the oral feedback writing session. The study also aimed to investigate how these elements happen and which of them is taken most. The qualitative approach was implemented in this study. The data was collected through audio recording. A group of freshmen students in an EFL writing course were participated. Their oral peer feedback session was recorded. The conversation analysis approach was used to analyse the interaction in the classroom. The study’s result has shown that in the collaborative oral feedback session overlap and repair have taken place in the EFL writing classroom. It also revealed that it has a great role during the class session as well as an impact on those students who want to improve their writing skills. Overall, it has been recommended that collaborative feedback sessions should be investigated more in classroom conversation particularly in writing courses

A Case Study on Lecturer’s Awareness towards of Flipped Classroom Method in EFL Classes from Different Cities of Kurdistan Region

Flipped Classroom Method is one method that replaces the learning from school to home and activity in the class. It is entirely different from the traditional method. The study aimed to investigate the lectures’ awareness of Flipped classrooms in higher education. This study also aimed to what extent lecturers in the Kurdistan region are aware of flipped classroom method and its effectiveness in the EFL classes. The quantitative approach was implemented in this study because it gives a precise number. 101 English Foreign Language lecturers have participated from different cities and universities in the Kurdistan region. The data was collected through a questionnaire to measure the number of teachers aware of Flipped Classroom Method. The data have been analysed through the GOOGLE FORM approach to see the result. The study’s result was that most of them are aware of Flipped Classroom and some teachers are unaware of Flipped Classroom. It also supported that FCM is an effective method. According to the result, there were some essential points for implementation in all EFL classes in Higher Education of Kurdistan, such as facilities and training for teachers and students are recommended for further study

The Effect of Spell-Checker Features on Spelling Competence among EFL Learners: An Empirical Study

Writing is an essential skill in any languages. There are several sub-skills involved in writing, the most important one is spelling. Spelling is regarded as one of the most challenging aspects of writing as it requires learners to acquire a range of detailed knowledge including writing system, orthography, and punctuation. With the wide spread of technology use in almost all aspects of our lives, learning and teaching processes are not exceptional from this storm that ultimately affects the way language learning and teaching are maintained. In this line, the current study intended to examine the effects of using technological tools that are featured with auto-spell checker on the spelling abilities of learners. To do so, a quasi-experimental method was carried out to address the issue under investigation. The collected data were analyzed using SPSS and GraphPad Prism. The findings exhibited the influence of such technological tools on spelling competence of the learners in which those who heavily depend on such technological tools face more challenges pertaining spelling in their writing tasks

Teacher’s Perspective on The Challenges of Using ICT in Teaching: A Case Study in Education Faculty

Over the last decade, the rapid development of the technology has become a significant interest in Education. Information and Communication Technology (ICT) has integrated into learning and teaching along with delivering more chances for students and teachers to operate better in teaching and learning. Conversely, the obstacles may prevent teachers from applying ICT in the classroom. Analyzing the barriers of ICT integration can help and encourage educators to be creative and try to use a new approach for integrating technology into their everyday teaching process. This study investigates teachers’ perspectives on those obstacles for integrating ICT in teaching at the university level. It also aims to find out other uncommon barriers in teaching that any facilitators who are applying ICT can face. Sixty-seven participants from different positions and departments in the education field, who integrate ICT have participated in the study. A mixed method has been implemented. The data was collected through a survey with Google form. The quantitative data were analyzed by IBM SPSS version 28, while the thematic analysis was used for qualitative data. The study’s results have declared that most of the teachers have solid demand to apply ICT in teaching, even with these barriers. The most difficulties were internet connection and electricity in the process. It also indicated that ICT makes the class more effective through student engagement, time management, and student-student interactions

COVID-19 Vaccination Among Diverse Population Groups in the Northern Governorates of Iraq

Objectives: The present study was carried out to investigate COVID-19 vaccination coverage among populations of internally displaced persons (IDPs), refugees, and host communities in northern Iraq and the related underlying factors.Methods: Through a cross-sectional study conducted in five governorates in April–May 2022, 4,564 individuals were surveyed. Data were collected through an adapted questionnaire designed to gather data on participants.Results: 4,564 subjects were included (59.55% were 19–45 years old; 54.51% male). 50.48% of the participants (51.49% of host communities, 48.83% of IDPs, and 45.87% of refugees) had been vaccinated with at least one dose of COVID-19 vaccine. 40.84% of participants (42.28% of host communities, 35.75% of IDPs, and 36.14% of refugees) had been vaccinated by two doses, and 1.56% (1.65% of host communities, 0.93% of IDPs, and 1.46% of refugees) were vaccinated with three doses.Conclusion: Sociodemographic factors including age, gender, education, occupation, and nationality could affect vaccination coverage. Moreover, higher acceptance rate of vaccination is associated with belief in vaccine safety and effectiveness and trust in the ability of the vaccine to prevent complications