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This study was purposed at investigate the attitudes of Iraqi non specialist EFL post-graduate students about Edmodo and their utilizing for learning the English language. The second objective was to investigate the influence of gender (male and female) and major (scientific and humanitarian departments) of non-specialist EFL post-graduate students on utilizing Edmodo as an implement of learning language. During the academic year 2020–2021, (80) non specialist EFL post-graduate students from the College of Education at Al-Mustansirya University in Iraq participated in this study. This educational tool was applied in Iraq at the time of (Covid-19) to all Iraqi universities in the post-graduate stage. Data were gathered through a questionnaire, and analysis of the results indicated favorable attitudes toward utilizing Edmodo as an implement of learning English language. The results of this study showed that the Behavioral Engagement (BE for short) (M= 4.22), Developing Language Skills (DLS for short) (M= 4.11), and Learning Linguistics with Edmodo Technology (LLET for short) (M= 3.84) had the highest mean averages among the five attitude scale components. Finally , the Linguistics Confidence (LC for short) (M= 3.84) and Edmodo Technology Confidence (ETC for short) (M= 3.78) were calculated. According to the findings of this study, there was a statistically significant difference between the mean of the humanitarian departments and scientific departments of non-specialist EFL post-graduate students' attitudes toward utilizing Edmodo as an implement of learning English language. Likewise, there was no statistically significant difference in the attitudes of male and female students which utilizing Edmodo as an implement of learning English language. This study concludes with some pedagogical implications and and future research studies

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This study aimed to identify the level of psychological hardiness and its relationship to some demographic variables among post-basic education teachers in the Governorate of South Al-Batinah in the Sultanate of Oman. The sample of the study, which was chosen based on the stratification random method, consisted of 306 teachers; 178 males and 128 females. In order to achieve the aims of the study, a descriptive correlational approach was used, and the psychological hardiness scale was developed by the researchers and administered to the study sample after assessing its psychometric properties. The results of this study showed that the level of psychological hardiness among post-basic education teachers in the Governorate of South Al-Batinah was high as the mean score of psychological hardiness was 2.44/3. Additionally, there were no statistically significant differences at the 0.05 level in psychological hardiness due to gender, major and teaching experience. [ABSTRACT FROM AUTHOR]

The oral communication (speech) is the effective method in developing the idea of the individual and to present it in clear representation and delivery to the other party — the listener-unambiguously. Since the oral communication is one of major concern of the target language, the teaching and learning requires using a variety of strategies to achieve the goal of language learning. The focus of this paper is the oral communication difficulties faced by non-Arab speaking students despite their specialization in learning Arabic as a second language. Therefore this paper aims to find out reasons why students con not communicate well in Arabic Language, and highlight some of the strategies used by the researcher in the teaching of oral communication skills for the Bachelor of education students, specializing in teaching Arabic as a second Language over the past five years in the International Islamic University-Malaysia, where the strategies used had great impact in breaking the barrier of shyness of speaking in Arabic, and improved their performance in oral expression in multiple areas. From these strategies; the use of multimedia presentation, questions and answers, the excitement by viewing the strange or fantastic scenes that evoke the students to express them orally, and movements, representation, simulation and other strategies that draw the attention of students and encourages them to speak. As well as the cooperation and interaction between teacher and students and among the students themselves. The descriptive methodology will be applied in this paper to explore the teaching strategies implemented by the researcher in teaching oral communication skill, which shown great impact on students achievements. [ABSTRACT FROM AUTHOR]