In the developing world, reading habit, which is one of the first habits of traditional education, continues primarily in the family and then in kindergartens. In this research, factors such as family, environment, kindergarten and libraries are discussed in terms of acquiring reading habit in preschool period and evaluations are made about the effects of these factors on reading habit. In this study, the results of the research on the factors in the reading habit of Ishık Kindergarten students of Ronaki Hawler Education Company in Erbil, Iraq are included. Within the scope of the research, one-on-one interviews were conducted with 106 children in the six-year age group who were closest to starting primary school among the kindergarten students and 20 kindergarten teachers and a questionnaire was conducted. In this process, the kindergarten was observed. Then, the data obtained from the questionnaires were analyzed in SPSS program. In addition, structured interviews provided information about activities that aimed at acquiring reading habits of kindergarten teachers. In the conclusion part of the study, the data obtained were evaluated in terms of the factors that enable children to acquire reading habits. The results of the study showed that families have a guiding role in having the children acquire the reading habit. In addition, it was concluded that the group of friends, the environment, various books and genres, kindergarten education and libraries were other important elements in this preparation period.

This study will handle extensive reading and its impacts on foreign language learning. There is much research on it and how it differs from intensive reading. This study reviewed the related literature and looked into adult learners of English in elementary and pre-intermediate level. Certain types of vocabulary was picked from a story and the participants' knowledge was tested before and after reading in order to check and note down the changes that extensive reading provided. Moreover, their knowledge about sentence structure was also examined and the change of attitude was inserted in the study. Although extensive reading has nothing or very little with pronunciation, some important points were illuminated in the study.

Violence and abuse against children are important social issues for teachers. The aim of this study was to determine the perceptions of foreign language students, regarding violence and abuse against children, and their suggestions for preventing violence. The research was designed in the case study pattern, which is a qualitative research method. The study group of the research consists of 82 first year and second year foreign language pre-service teachers studying at Tishk International University, Faculty of Education, and voluntarily agreeing to participate in the research. The data of the study were obtained by using the structured “Recommendations Form for Preventing Violence and Abuse Against Children” developed by the researchers. Written data were analyzed by content analysis method. 82 students from first and second years at Education Faculty were interviewed and their opinions were taken. There were some subheadings during the survey: family, laws, national and international non-governmental organizations, schools and teachers, society, media, and art. They expressed their opinions about what the functions of these organs should be to prevent the violence and abuse against children. The pre-service teachers attached important duties to each of these organs separately. It is concluded that the prevention of violence and abuse against children can only be achieved in cooperation and separate duties of these organs. It is also recommended that courses and training that will provide pre-service teachers with knowledge, skills and awareness about violence and abuse against children should be placed in the curriculum as compulsory in education faculties. Keywords: violence and abuse against child, prevention of abuse, foreign language pre-service teacher

Form-focused and meaning-focused instruction types entered the literature after the 1970s as a reaction to each other. More interestingly, there is a cycle of reactions to each other, which claim to complete the other’s shortcomings. In the middle of long-lasting discussions, this study aims to contribute to the field by making a comparison of the two terms. This research on students was done throughout seven weeks and the results were noted down. At the beginning of the survey, we applied an FCE test as pre-test and another FCE test at the end of the seven-week period as post-test. The underlying idea of such long survey is that we expect that in upper-intermediate level, students are in need of instructions from the teachers because the topics are much more complex than previous levels. During the survey, one group was given meaning -focused instruction and the other group was given form-focused instruction. The achievement of the students was measured both on vocabulary and grammar. At the end of seven weeks, both the grammar/vocabulary quiz results and the FCE results indicated a crucial difference on the development of two groups’ proficiency levels thanks to form-focused instruction.

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.