This study is aimed at investigating the following: First, the effects of the story mapping and the hortatory exposition techniques on students’ composition writing; second, EFL students’ attitudes towards writing in English; and lastly, the correlation between such attitudes and students’ writing achievements. The participants were 60 (33 male and 27 female) students from the 4th year of the Department of English, College of Arts, University of Anbar, Iraq, who were divided into a control group and an experimental group. The experiment was conducted during the second semester of the academic year 2020–2021. A pretest, a posttest, a preattitudinal questionnaire, and a postattitudinal questionnaire were used to collect the data. The results revealed that the mean scores of the students in the experimental group were higher than that of the students in the control group, indicating a significant positive effect of the use of the story mapping and the hortatory exposition techniques in teaching writing. Additionally, the results of the postquestionnaire revealed that the students developed positive attitudes towards writing in English, which were negative before the implementation of the experiment. Finally, the results revealed a correlation between students’ attitudes towards writing in English and their achievements such that as the attitudes improve, the achievements increase half as much.

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The study aims to reveal the degree of existence of Iraqi national identity in English textbooks, such as traditional costumes, places, values, celebrities, events, characters, names, and ancient figures. The researchers used themes, paragraphs, and illustrations as units to analyze the data of the study. The sample of the study is the English for Iraq 4th, 5th, and 6th preparatory student's book. The research tries to answer the following questions " To what degree do themes, paragraphs, and illustrations in English for Iraq 4th, 5th, and 6th preparatory student's book include Iraqi national identity? To answer the question, a percentage ratio was obtained. Results revealed that the Iraqi national identity is existed with very low percentage in the themes, paragraphs, and illustrations in the 4th, 5th, and 6th preparatory student's book.

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Teaching special-needs pupils require a highly professional teacher with good teaching experience. Recently, especially during the COVID-19 pandemic-imposed distance- communication, educational institutions shifted the educational process to distance education via electronic communication platforms with the help of educational applications. Educational applications have experienced an extensive and rapid spread worldwide. This study aims to reveal the role of the most recommended educational application called "Children's Education" in enhancing special-needs primary school pupils' English language performance in writing English letters, reading English letters, learning English daily life vocabulary, subject pronouns, English numbers, dictation, and matching pictures with action words. The participants were nine from Baghdad, Iraq, twelve from Jordan, and eight from AlBuraimi City, Sultanate of Oman, of special-needs pupils from grade six inclusive classrooms in primary schools during the first semester of the academic year 2021–2022. A pretest and posttest were used to collect the data. Means and standard deviations were used as statistical means to analyze the data. The findings revealed that the "Children's Education" application positively affects the special-needs pupils enhancing their English language performances. Their conditions variables influenced the performance levels among the pupils.