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Recent developments in technology have prompted educators to integrate technology into their classes with the help of mobile devices. QR codes are one of the most popular tools to implement technology-enriched instruction (TEI) in classes with their various advantages. To this aim, present study was conducted at TISHK International University in Erbil, Iraq on seventy-five Advanced English students in the fall semester of 2021-2022 Academic Year spanning 10 weeks. The participants, who were 35 male and 40 female ones, were chosen via the snowball sampling method. Their lessons were enriched with e-quizzes, e-presentations, e-texts and supplementary videos in an embedded format via QR codes while they were having classes through Scope 2. Data collection was run by SPSS 25 and Nvivo through a survey, a questionnaire and a thorough interview by sticking to the procedures of a mixed method research design. Cronbach’s Alpha reliability test, Shapiro-Wilk Normality Test, Mann Whitney U-test and Thematic Analysis were used to fetch and analyse the findings, respectively. The revealed data showed that students’ macro-skills developed substantially. Additionally, their perspectives on QR enriched instruction have changed positively. The findings of this study can have some implications for educators who consider incorporating QR codes into EFL classes for the sake of increasing students’ enthusiasm.

Skilled teachers are important to improve the quality of education. Today, education teachers undertake the task of training teachers. School Experience and Teaching Practice lessons in all professions aim to make pre-service teacher candidates familiar with their careers and gain proficiency in their future jobs. This study aims to subject the teaching practice to qualitative evaluation mode by content analysis according to the teacher candidates’ opinions and practice teachers. These research participants are 22 senior students randomly selected from teacher candidates of the Faculty of Education, Tshik International University in the 2018-19 academic year, and 16 teachers from practice schools. Pre-service teachers were asked about 7 open-ended questions related to practical lessons, and teachers were asked about open-ended questions related to applied lessons. Answers were analyzed by descriptive analysis method. Data were handled under 7 general themes: the practice of school, teacher, school management, opinions about the teaching staff, positive/negative experiences, and opinions and suggestions on teaching practice. Potential teachers reported positive opinions about the practice school, teacher, and school management. They stated that they gained experience communicating with students and mastering class lessons, and teachers also supported and also made suggestions that application should take longer and have more opportunities for teaching.

The aim of this study was to determine the factors affecting the self-efficacy beliefs of the candidates and the use of communication technologies in foreign language education. In the 2019 – 2020 academic year, 87 senior students of ELT Department of Tishk International University Faculty of Education participated in the study. The research data were analyzed and interpreted by using qualitative research method. The results of the research showed that most of the participants were positive about the use of communication technologies for teaching purposes, and that these technologies were both a resource and a tool for practicing foreign languages, and the biggest disadvantage was the lack of technological infrastructure and security. In addition, most of the prospective teachers who participated in the research showed that they found themselves sufficient in the use of communication technologies for teaching purposes. The most important factor that positively affected the students’ self-efficacy perceptions was stated as the use of information and communication technologies in the course activities. The lack of infrastructure and the technical problems encountered were put forward as factors affecting the self-efficacy perception negatively.

This study examines the electronic book reading preferences of teachers who teach their subjects in a foreign language in secondary school, high school, and university in terms of different variables. This study examines the teachers’ electronic book reading interests, the types of books, and book reading pages regarding gender variables. In the research, a descriptive survey model was used. Descriptive analysis was carried out on large groups. The opinions and attitudes of the individuals in the group were taken, and the facts and events were tried to be described (Karakaya, 2012). The study was carried out with 23 teachers working in 3 different private institutions in the Kurdistan region of Iraq in the 2021-2022 academic year. According to the findings, teachers’ e-book reading genres increased in subjects that appealed to their careers. The researchers found that the difference between male and female teachers’ book preferences is worth examining. This study explored what types of fiction and nonfiction genres teachers prefer to read digitally when digital reading is popular worldwide. This study is expected to contribute to the subsequent studies in related literature.

Thanks to their advantages, technology-integrated tools have risen in English classes, especially in the last two decades. In this respect, a paucity of research has been conducted to measure the influence of web-enhanced tools in improving linguistic skills. However, a gap in the literature has been observed about the effects of technology-integrated instruction on EFL learners' grammar performance at the tertiary level in the Iraq context. In light of this, the present study aimed to explore the influence of Web 2.0 tool-oriented instruction in developing grammar on 40 EFL learners, chosen by systematic sampling method, studying at the language preparatory school of a private university in Erbil, Iraq, in the 2023-2024 academic year. The study lasted nine months and adopted the principles of a mixed-methods research design study. Control group students were exposed to traditional instruction, while experimental group students' lessons were enriched with web 2.0 tools via various websites on English language learning. The findings, analyzed by SPSS 26 and MAXQDA, revealed that experimental group students increased their grammatical competence, intrinsic motivation, self-confidence, and overall attitudes toward learning English more significantly than the control group students. In line with these findings, this study has certain pedagogical implications for integrating Web 2.0 tools into grammar lessons.

This research was carried out specially to reveal the opinions of prospective foreign language teachers about internet addiction from a demographic point of view. The study group consisted of 140 foreign language teacher candidates studying at ELT department of Tishk International University Faculty of Education. As a data collection tool, a semi-structured interview form was created by the researchers to reveal the opinions of prospective teachers about internet addiction. The data were recorded by the researcher in voice and in writing. The content analysis method that is implemented to analyze qualitative research was used in the analysis of the obtained data (Krippendorff, 2018). According to the results of the research, it is seen that most of the foreign language teacher candidates use the internet for entertainment and education purposes. In addition to this, those who stay connected to the internet for more than 9 to 14 hours a week by using various entertainment applications and different digital communication platforms, and individuals trying to get all their jobs done on the internet, should be called internet addicts. In addition, according to the other results, it was concluded that male foreign language teacher candidates had more information about internet addiction than female foreign language teacher candidates. As a matter of fact, it was found out that male teacher candidates are more internet addicted than female teacher candidates.

People are living in different places in the world and the way of life and the customs of these groups of people directly affect the communication between them. Therefore, the cultures of society and the language they use are two important things that constitute them and do not separate from each other. Motivation, which is one of the factors affecting success in secondary or foreign language learning, is defined as a driving force that initiates, directs, and then sustains the learning process (Clement, Dörnyei & Noels, 1994; Pintrich & Schunk, 1996). In the process of learning a new foreign language, cultural elements in the target language motivates the student positively and facilitates learning the knowledge more easily and efficiently. Considering the importance of this issue, this study was carried out by separating two groups of 40 students at the Upperintermediate Level in Iraq Ishik University Preparatory School. With assessing both groups’ scores and outcomes of the progress tests of the course-book for 12 weeks and by taking into consideration the evaluation of the written feedbacks about the method after the application, the importance of the target foreign language culture and the contribution to the student motivation are shown.

Commitment is a very important characteristic; therefore, it is a paramount need for the profession of teaching. A committed teacher is never satisfied with what she or he already has; rather always seeks for the new ideas and ways to contribute to the students. A committed educator will have the passion and enthusiasm for teaching and learning, as well. As she or he develops himself or herself, this fact will have a direct result on the learners’ academic success and personal development. Such a teacher will be successfully able to create authentic and effective learning and teaching and consequently, the learning process as well as the teaching will be facilitated automatically and this will promote both the potential of the students and learners. This study puts a light on the committed teachers and effects of commitment on the process of learning and teaching.

It has been a mojor concern of teachers to meet the needs of their students. In the global world teachers need to develop their skills to help their students more to sustain their motivation and achieve better. Working abroad is a good opportunity for teachers to develop personally and professionally. International experience allows teachers to make differences in the lives of their stduents. This paper describes the benefits of international experience on the personal and professional development of teachers. What changes teachers who work abroad bring home is another issue the paper deals with.

In task-based learning the emphasis is on meaning and the learners are required to use the language for learning. Teaching English through tasks has been considered useful to employ in the language classroom because students are believed to learn the target language better when tasks are used as vehicles in language teaching. Tasks involve language and they provide a natural context for students to learn English with ease. In second language acquisition the use of tasks for communicative teaching has received a great deal of support from researchers. This paper aims to show why task-based learning holds an important place in foreign language learning. In particular; whether the use of task-based learning in the language classroom contributes to communicative language teaching is an issue the present paper deals with.

Passion is an important power that develops, matures, and exalts personality within certain boundaries and dimensions, reflected in thought, behaviour and action from emotional life. Passion in the broadest sense is a form of behaviour that is constantly evoked by the influence and enforcement of the tendencies arising from forces within the human being. Passion is identified with learning new things, care, and action. Passionate education requires emotional, motivational and scientific qualities. Teachers, who are considered as passionate about teaching, have features such as emotion, motivation and knowledge.

Teachers have always been at the core of education and their career development has always been the primary issue of education system. It is important to note that in order to make differences in students’ achievement, teachers should constantly develop their field knowledge and teaching skills. For that reason, career development is an important part of teaching profession. This paper defines what is meant by career development in teaching profession and explains the benefits of it to both teachers and students.

In the educational processes, games are generally handled with their positive aspects. Particular attention has been given to games in the literature, especially because of their motivating and instructive aspects to students. However, in this study, attention was drawn to some negative aspects of games along with their positive aspects. The positive and negative aspects of the games were discussed together with 2 games applied to primary school 5th grade students. The instructive aspect of the games has been revealed by the tests and evaluations. On the other hand, its negative aspects were determined by the observations made in the game and the thoughts of the teacher.

The Covid19 pandemic process, which is the biggest global problem of the recent times, has been a negative factor that has profound effects in all sectors and different platforms, necessitating radical changes and plans to follow. Of course, education is one of the areas most affected and directed by this process. Many educational institutions in the world that provide services at various levels have had to give more importance to internet-based distance education applications and technologies. The aim of this study is to reflect the views of foreign language instructors in the university about distance education and to analyze the different situations they encounter in the process and make forward-looking suggestions. The study group of the research consists of 24 academic staff working in the faculties of Dentistry, Pharmacy, Nursing, Engineering, Administrative Sciences and Economics and Science at Tishk International University Language Preparatory School in the 2020-2021 academic year and voluntarily participated in the research. The data of the research were collected with a semi-structured interview form consisting of open-ended questions created by the researchers. Then, content analysis was performed on the data obtained from the study. As a result of the research, the online and offline distance education model, which is carried out throughout the year, provides flexibility of time and space, easy access and sharing to different resources and materials in many areas, positive interest of students in technology, preventing in-class pressure and other kinds of pressure. It has been determined that there are opportunities such as the ability to easily prevent classical discipline problems. On the other hand, the traditional formal education model has the advantage of being able to deal with students more closely and specifically, to establish face-to-face and eye contact, to interact and understand with body language, to have the usual classroom management experience, to actively participate in the lesson, to give instant feedback and to ensure the continuity of motivation. It has been determined by the instructors that it is more efficient and more beneficial for the academic development of the student than the distance education model due to the advantages of not interrupting the course due to connection problems, reliable measurement and evaluation in and out of the classroom

In recent years, many studies have been conducted on teaching Turkish as a foreign language. While some of these researches involve teaching language skills, some involve developing materials. As well as the materials developed in this field, the beliefs of the language teachers who will apply these materials will affect the use of these developed materials and their benefits to students. One of the materials that can be used in teaching Turkish as a foreign language is newspapers, also considered as authentic materials. In the researches, it has been stated that the classrooms where newspapers are used have positive effects on students’ interest and participation in the lesson. As the starting point of this research, it was tried to determine which opinions and attitudes the teachers who teach Turkish to foreigners have towards using newspaper in their lessons. The research was conducted with a descriptive method-based screening model. For this purpose, teachers who teach Turkish abroad were contacted via internet and a questionnaire was conducted with them. In the analysis of the data obtained from the questionnaire, the frequency and percentages of the items were calculated. As a result, it was determined that there was no significant difference of opinion between teachers’ views on gender, age, graduated school and experience, and teachers were in agreement that students would participate more actively in the course in the development of vocabulary, development of reading comprehension skills when newspapers are used in lessons. It is thought that this research will be a source for material development studies for the use of newspapers in lessons.

Due to its contributing influence on language learning, scaffolding is a significant instructional tool. Scaffolding techniques engage learners in collaborative settings under adult guidance. As learners perform tasks successfully with teacher assistance, they develop new abilities and extend their understanding. Teachers withdraw their support when learners grasp new concepts, solidify their understanding and promote their independence in the learning process. Scaffolding has the potential to increase competence of learners in accomplishing their tasks and enable them to become independent learners. This paper attempts to demonstrate the advantages of using scaffolding techniques in language learning settings.

Reading is a complex mental process that consists of different components such as seeing, attending, perceiving, recalling, attaching meaning, synthesizing, analyzing and interpreting. Reading is therefore one of the most important steps in understanding. Training reading is considered important because it includes other basic language skills. Intensive studies are carried out in the field about training reading, how it should be done and the methods to be applied during this education process. Extensive reading has a significant role in extending language proficiency. Extensive reading is effective, in that, it leads to sufficient knowledge of vocabulary and grammar. Learners encounter new words and sentence structures very often during extensive reading; thus, they build familiarity, and multiple exposures to them facilitates learning. Extensive reading will allow learners to engage in the target language constantly that will lead them to master the patterns of the language. This study emphasizes the significance of extensive reading, and focuses on its roles in the development of grammar and vocabulary knowledge.

It is possible for the student to acquire basic language skills that will be used throughout his / her life, with the first teaching process of reading and writing planned correctly and effectively. Writing has always been a painful activity for learners. The fact that the duration of the course is limited and that other activities focused more take place in the language teaching puts this skill to the background. The excuse that the students are not well-equipped to do some writing activities can be counted as the reasons given by the related course teachers. Hence, second language learners constantly struggle to achieve language proficiency; therefore, they find it hard to produce written texts. However, reading materials will set a good model for which they can transfer into their own writing. The goal of this study is to put forward writing skills.

This research was conducted to indicate the role of drama in foreign language teaching. First, the role of drama in general, its place in education and its role and use in foreign language teaching are given in the study. The study was conducted with 32 students in 2 different classes at the intermediate level at Ishık University. During the research, the same book and the same units, namely 4 units of Face2Face Intermediate, Cambridge University Press, was taught to the students of the control group and also the experimental class according to the annual plan determined by a lecturer. The students of the Control class were taught according to the instructions of the teachers' books in the related units of the book, but some subjects in the other experimental group were taught with drama activities in the units. At the end of the unit, the Progress Test Results of the course-book were compared. Subsequently, feedback was obtained from Experimental group students and 6 of them were published in the study without any changes and the results were evaluated accordingly.

This study was conducted to draw attention to the issue of foreign language learning anxiety which negatively affects the foreign language learning process. It is based on the relationship between test anxiety and the gender of students which is one of the demographic features. 120 English language preparatory students at A1 level from Tishk International University Preparatory School, Iraq were selected to participate in the study. Also, an examination anxiety questionnaire consisting of 22 items was applied and the data were analyzed statistically. The important finding of the study is that students who learn English as a foreign language in a multicultural and multilingual environment in Erbil in Iraq, a Middle East country, clearly show that there is no significant relationship between gender and test anxiety. The only problem seemed to be insecurity, discomfort and lack of motivation caused by test anxiety.

In this study, the contribution of the usage of “corporate e-mail service” and “Google educational institution services” to the education sector was explained using two different high schools through comparative research methods. The usage of e-mail and Google education services through the examples provided by two schools tells us what kind of benefits they provide, while at the same time telling us what kind of damage is caused if they are not used. In the article where the benefits of the corporate email services are examined, the service is used in one of the schools and while not used in the second. The general purpose of the study is to explain the benefits and the effects of corporate e-mail services and the Google education service to all educational institutions in the world. In the article, a comparative study has been carried out with 2 different high schools affiliated to the Ronaki Duhok Educational Institutions and the compliance of the standards and the benefits are provided to the readers. According to the results of the analysis, it has been revealed with examples that these two services contribute to educational institutions in a positive sense.

Teaching overseas has always been a great opportunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and contribute to the achievement of their students more. This paper focuses on the effects of working abroad as a teacher on the development of teaching skills.

This study aims to examine the contributions of using corporate e-mail to educational institutions. The article is based on the benefits of corporate e-mail usage and management in all organizations and institutions and a detailed analysis of educational institutions has been provided. Moreover, the research is predicated on the projects offered by many important technology companies to educational institutions and offers solutions to the problems. In addition, the use of corporate e-mail in human resources, accounting, personnel records and the relationship between the student and teacher were analyzed. According to this analysis, the use of corporate e-mail has shown that all educational institutions have significant positive contributions.

People for different reasons need to travel abroad. They even travel to another country to work. However, people might experience culture schock due to new values and opinions they encounter in the new culture. It is not always easy to adapt a new environment for some people. Teachers, similarly might have the same problems once they enter in a new culture. Although teachers work abroad to develop their teaching experiences, different cultural values and a new education system they are exposed to in the new country might cause them some social problems. This paper focuses on what kind of problems those teachers who would like to work abroad encounter.