Iraqi EFL teachers’ perception towards Google Classroom

Nowadays, information technology (IT) based educational applications (Moodle, Google Classroom, and Zoom) are available for both teachers and students. This study aimed to identify Iraqi English as a foreign language (EFL) teachers’ perception towards using Google Classroom at the university level. A qualitative research design (case study) was employed in this study. The researcher asked six Iraqi EFL teachers as volunteers to participate in this study. Those participants are working at different Iraqi universities. A semi-structured interview was used to get the data from those participants. Six phases of analysis were adopted to analyze the elicited data. The results revealed that Google Classroom is very important in EFL teaching and learning at tertiary level. This application has many advantages in teaching EFL students such as it enables students to find the lectures whenever they need them, encourages students to participate, speak, and comment freely and effectively without hesitations especially those who have some psychological problems like shyness. On the other hand, it has many disadvantages too such as it focuses on listening, writing, and watching skills and ignores the direct interaction between teachers and students, which could take place in the normal classes.

The Influence Of Teaching Communication Strategies On Tertiary Iraqi EFL Students’ Fluency And Self-Confidence

This study examines the influence of communication strategy instruction on tertiary Iraqi EFL students’ fluency and self-confidence. For the purpose of this study, 50 tertiary Iraqi EFL students were selected and divided into three proficiency levels (low, intermediate, high). In this study, the researcher used quasi experimental one group pretest-posttest design. All the students received 10-week communication strategies training lessons. These lessons were based on teaching 10 kinds of communication strategies which were selected from taxonomies of Dörnyei and Scotts’ (1995a, 1995b) and Farrahi's (2011)

The influence of proficiency level on the use and choice of L1/L2 communication strategies used by Iraqi EFL students

This study aimed at investigating the influence of language proficiency level on the frequency of the use and choice of L1/L2 communication strategies used by Iraqi EFL students. This study was qualitative in nature. The interactive task and speaking task were used to gather data regarding communication strategy use and choice from 52 second and third year English major students. Those participants were divided into two groups; low and high proficient students (n=27 low proficient students and n=25 high proficient students). A taxonomy of communication strategies was adopted to code the communication strategies used by low and high proficient Iraqi EFL students. The results revealed that low proficient students use communication strategies more frequently than high proficient students. Both low and high proficient students used communication strategies other than those included in selected taxonomy. This study showed that low proficient students use L1-based strategies more frequently, while high proficient students use L2-based strategies more frequently

A Study of the Apology Strategies Used by Iraqi EFL University Students

This study was aimed at exploring apology strategies of English used by Iraqi EFL students, apology strategies in Iraqi Arabic and the pragmatic strategies of Iraqi EFL students in relation to the use of apology as a speech act. The data analyzed in this study were collected in Al-Yarmouk University College and University of Diyala. The study was mixed method in nature using a questionnaire and an interview adapted from previous studies. The quantitative data was obtained from fifty-five Iraqi EFL students using Discourse Completion Task Questionnaires (DCTQ) while the qualitative data obtained from individual interviews carried out with twelve Iraqi EFL students. The results were showed different kinds of apology strategies used by Iraqi EFL students. A new classification of apology strategies was provided in this study. Results of the study showed that Iraqi EFL students used a variation of apology strategies, they were well aware of how to use adequate apology forms to meet the requirements of specific situations and relationships, and they felt the need for explaining and avoiding interpretation of their response as an apology

Study of the Communication Strategies Used By Iraqi EFL Students at Tertiary Level

This study investigates the kinds of communication strategies (CSs) used by Iraqi EFL students.  The data analysed in this study were collected in Baghdad University.  The study was quantitative in nature where a questionnaire adopted from Dornyei and Scott’s taxonomy of CSs (1995).  This questionnaire was used to elicit the findings.  The subject consisted of fifty Iraqi EFL students.  The results obtained show different kinds of CSs used by Iraqi EFL students.  The pedagogical and recommendations were provided in this study.DOI: http://dx.doi.org/10.11591/ijere.v2i1.181

Data_Sheet_1_What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment.docx

Given the spread of the COVID-19 pandemic, online classes have received special attention worldwide. Since teachers have a lasting effect on the students, the teacher–student relationship is a pivotal factor in language learning classes. Students will not be engaged in class activities if they are not sufficiently challenged by them or if they do not find them interesting, especially in online classes. From this point of view, motivating, engaging, and testing techniques in online classes are highly important. The present study attempts to demonstrate a correlation between structured feedback and three types of engagement in an online class: cognitive, behavioral, and emotional engagement. The structured feedback, which is used at the end of each lesson lets the students express what they know, what they want to know, and what they learned. The sample of the study consists of 114 EFL third-year college students. The study's findings reveal positive and significant correlations between the three types of engagement; cognitive, behavioral, and emotional, and the use of structured feedback in online classes. In a nutshell, some academic implications and recommendations are provided.</p