The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers' beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

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Translation is the process of rendering a text from a source language into a target language. It usually reflects, through the medium of language, the translator’s level of knowledge of the source language and the target language, attitudes, reactions, orientation including bias, prejudice, ideology, etc. Bias is the act of either taking sides or opposing an individual, a group of people and a phenomenon that are either in the immediate context or outside it. On this basis, the current study aims at presenting the concept of bias in terms of its definition, nature and characteristics, types, reasons behind bias and the measures or steps to minimize bias in translation. In other words, it sets of the point that bias in translation is the translator’s act of violating the principle of truth or sincerity and hence presenting the translated material in a new form that is either beautified/ positive or distorted/ negative. It has further revealed the fact that such a behaviour on the part of the translator has triggered scholars’ interest to probe the reasons behind it and specify the reasons and/or factors, namely personal, ideological, social, political, etc.

Metaphor is an expression that is used to denote an object, not from a literal meaning, but a similar, figurative meaning. It uses symbols in the place of reality, makes writing more interesting and helps readers understand the ideas the author is trying to convey. Metaphor is a means to think about something, find a new meaning for it, and view it from a different perspective. The current study focuses on the role of EFL university students' native language, namely Arabic in shaping the metaphors used in their writing. It endeavours to find out the types and the frequencies of metaphorical expressions used in essay writing by a sample of EFL university Arab students. As such, the study hypothesizes that EFL university students use of metaphorical expressions in writing is affected by their native language, i.e. Arabic, and that the metaphors used by EFL Arab university students fall within the already known and common domains of metaphor use. To validate the preceding hypotheses, a sample of (21) Arab 3 rd year students at the

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