While technology has undoubtedly improved and has become an essential component of modern life, technological advances’ consequences have both beneficial and detrimental impacts on students’ writing skills in the classroom. Technology has accelerated and simplified work for students, but it has also instilled the belief that there is no need to put significant effort into the texts they write. This study examines the effects of technology and auto-correction on students’ writing skills at three different universities in Sulaimaneyah city, Iraq. Case studies and research into the impact of electronic and communication devices on English writing skills among university students has been analyzed to determine the effect of auto-correction on grammar, vocabulary, spelling, and punctuation. Furthermore, the study also aims to show that auto-correction affects students’ writing and to compare auto-correction and handwriting to prove that students make mistakes while writing due to technology. In addition, the study examines writing tasks undertaken by students in the English language to assess students’ lack of writing skills, particularly in spelling. Finally, the study identifies why students have poor writing skills and corroborate previous research into an auto-corrections negative impact on students’ writing abilities.
This study aims to determine whether the Sunrise coursebooks for Grades seven, eight, and nine fulfil the Kurdistan Ministry of Education requirements and examine teachers’ perceptions about different aspects of the coursebook. The research also attempts to reveal potential weaknesses of these textbook levels to help the instructor, superiors, and ministry of education to improve the weaknesses. A questionnaire designed by Litz (2005) was used in the study. The questionnaire examines several elements, such as the practical considerations of layout and design, activities, skills and language type, in addition to subject matter and content. The data of this study was collected from teachers from the Sulaymaniyah Governorate in the Kurdistan Region of Iraq(KRI) who have used or are using the Sunrise coursebook at Grades seven, eight, and nine. The findings of this study revealed that the Sunrise coursebooks are suitable for these three levels and that the teachers were satisfied with the textbooks. The outcome of this study provides useful feedback to teachers who use Sunrise and helps them to know more about the strengths and weaknesses of Sunrise. It helps them to see which element of Sunrise is better than others and which requires their improvement. The outcome of this study also helps Ministry of Education in KRI to improve Sunrise coursebook.
This study investigates the Iraqi learners’ perceptions of non-native English-speaking teachers (NNESTs) at Komar University, Iraq and explores the extent to which NNESTs can be differentiated in terms of teaching different skills and their English language knowledge. A quantitative questionnaire focusing on NNESTs effectiveness in teaching the target culture, easing the learning process, their own proficiency, and effectiveness of their techniques to teaching different language skills was adopted from Ürkmez (2015) to collect the data of the study. A total of 37 responses were collected among students at Komar University through Google Forms software. The data were subsequently analyzed using tables to understand the data in a better way. The findings of this study reveal that Iraqi students studying at Komar University have a positive attitude toward non-native teachers at Komar University. Indeed, students even show a preference for non-native teachers for learning particular language skills.
This study aimed to determine if teachers employ any adaptations during their classes, and if so, what kind of adaptations are employed and how these are employed. This study sought to determine if adaptations are employed in correct and authentic ways.For this study, a qualitative method was used. The tool used in this study was a semi-structured interview. The questions of the semi-structured interview were adapted from Nguyen (2015). The study cohort was made up of teachers who were using or had used the Sunrise course books (levels 7, 8, and 9) in their teaching in the Sulaymaniyah Governorate in the Kurdistan Region of Iraq (KRI). The findings of this study showed that all the teachers employ adaptations in the classroom but to different degrees; some of them use only 1 or 2 types of adaptations because of the limited time they have available in their classes, whereas others apply most of the types of adaptations. Finally, the results showed that there is a positive relationship between experience and adaptation, with those teachers who had more experience employing more methods of adaptations during their classes.
This study aims to determine whether the Sunrise coursebooks for Grades seven, eight, and nine fulfil the Kurdistan Ministry of Education requirements and examine teachers’ perceptions about different aspects of the coursebook. The research also attempts to reveal potential weaknesses of these textbook levels to help the instructor, superiors, and ministry of education to improve the weaknesses. A questionnaire designed by Litz (2005) was used in the study. The questionnaire examines several elements, such as the practical considerations of layout and design, activities, skills and language type, in addition to subject matter and content. The data of this study was collected from teachers from the Sulaymaniyah Governorate in the Kurdistan Region of Iraq(KRI) who have used or are using the Sunrise coursebook at Grades seven, eight, and nine. The findings of this study revealed that the Sunrise coursebooks are suitable for these three levels and that the teachers were satisfied with the textbooks. The outcome of this study provides useful feedback to teachers who use Sunrise and helps them to know more about the strengths and weaknesses of Sunrise. It helps them to see which element of Sunrise is better than others and which requires their improvement. The outcome of this study also helps Ministry of Education in KRI to improve Sunrise coursebook.
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