It was argued that those learning the language while mingling with the community are better learners than those learning in the academic setting where they only opt to use the academic language. The current small-scale study investigates the influence of the setting on two Bahdini Kurdish learners of English living in the UK in two different contexts. One of the learners has been learning English in an academic setting, while the other has been learning English through daily interactions with the community in a non-academic setting. Data were collected through interviews and observation. Results revealed that both learn English effectively for the context where their language will be used. However, the academic language learner was capable of expressing himself more than the one learning the colloquial language. The academic learner could use a variety of strategies to express different situations and had a clearer language than the one learning the colloquial language even though the academic language learner did not mingle with academicians like the colloquial learner did with the community.

Nowadays, Virtual Reality (VR) is one of the new technologies that have been used in learning session that have a positive impact on the students. This article is intended to study the students' acceptance and interest in the use of VR in learning Mathematics. This study involves 37 students, of whom are 15 male students and 22 female students with age range of 15 and 16 years from Sekolah Menengah Maahad Tahfiz Ilmuan (SMITIN) located in Bangi, Selangor. The module that contains 13 questions and 1 set of questionnaires is used to collect the research data. The findings reveal that majority of the students show good results in the use of VR as learning tools in the lesson, whereby 89% of them got grade A in the task whilst the rest of them got grade A-. These technologies have a positive impact on the students in understanding Mathematics. Furthermore, the findings show that the usage of VR in the group can not only help improve students' social skills in doing tutorial in the class but also increase their interests in learning Mathematics. The implementation of VR application has a positive impact on the students in learning Mathematics with the help of their teachers and parents. Nevertheless, parents need to control the usage of the gadgets.

Hard-Points are a collection of rules governing the automotive shape and movement in the streets. These rules are prepared by the most famous car manufacturers in the world, and modified year by year. Those rules apply on the car after complete preparing the digital model. There are about 190 rules covering all the car contents. Vision test rule is one of the most important Hard Points rules, which is made by plotting the new-concept car digital model in 2D. This paper discusses one of the SolidWork customization techniques to visualize the Hard Points vision test in 3D. This proposed technique is prepared as one of a group of efforts and developments to automate the Hard-Points test to save the consumed time by the car designers.

This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical ‘independent t-test’ of SPSS is used to analyze the data. It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.

ABSTRACT:This study investigates the difference between monolingual (Kurdish) and bilingual (Kurdish-Arabic) speakers as EFL (English as a Foreign Language) learners with regard to the use of Language Learning Strategies (LLS). It aims to identify the differences found between the two samples in terms of using the (LLS). A total number of 100 EFL students at Zakho University as Bilinguals and Duhok University as Monolinguals of English Departments of both universities participated in the study. All the participants were third and fourth year undergraduate students from both universities. They were asked to answer a questionnaire on Rebecca Oxford's Strategy Inventory for Language Learning known as SILL. The strategies followed in this paper are the direct ones (memory, cognitive, compensation) and the indirect ones (meta-cognitive, affective, and social) which are highlighted in Oxford (1990). These strategies are chosen for this paper because they are considered to be the most agreed upon ones by many writers in the area of English as a Foreign Language (EFL). The valid and reliable statistical 'independent t-test' of SPSS is used to analyze the data. It is hypothesized that the results will show significant differences between the two groups (monolinguals and bilinguals) in their strategies in favour of bilinguals. The results of the research reveal that all strategies are clearly and soundly used by both groups, and surprisingly there is no significant difference between bilinguals and monolinguals with regard to the use of the six strategies. It was also found that there is no significant difference between third and fourth year levels concerning the use of the mentioned strategies, as well as there are two identical favourite lists of LLS for both groups.