Listening is essential for functioning in various contexts throughout one's everyday life. People listen to audio for several reasons, including for their amusement, to learn academic material, or to acquire information that is valuable to them. When students seek to comprehend what they are taught in English, they often display a wide variety of hearing impairments. Because reading, writing, and language are stressed so heavily in schools, students often have trouble comprehending what they hear. Most course books and teachers do not emphasize how important it is to listen. This research focuses on challenges associated with hearing, listening, and comprehending what is being said. When instructors are aware of the obstacles their students confront in the classroom, they can better assist their students in creating effective listening habits and increasing their listening comprehension. This is because teachers are more able to empathize with their students' experiences. This article review highlights the significance of assisting students in developing efficient learning strategies and building their English listening capabilities. Students struggling with other topics may be seen by teachers who instruct English to foreign language speakers. In conclusion, the researcher provided some suggestions for educational activities that should be participated in by both students and instructors.

Studying and applying English as a foreign language in Kurdistan Region has been used in academic and non-academic fields. The use of the first language (L1) in Learning English in a nation where it is not the primary language is known as English as a foreign language (EFL). For instance, since English isn't the Nation's official language, students in Iraq studying it are categorized as EFL students. Sessions are a source of ongoing debate among professionals and academics throughout the globe, especially whether it helps or hinders English teaching. The researcher wants to see whether the Kurdish language helps teach English in academic places. Two institute students were selected randomly. This research focused on classroom dynamics regarding the amount of L1 usage in English lecture halls in Kurdistan. This study aimed to show instructors' and students' opinions and attitudes on using first-language and second-language classrooms. The two teachers and two high and two low-achiever students were interviewed, and the lessons were watched and videotaped for six sessions. The results revealed that using Kurdish too often can demotivate learners. Thus, the students who were questioned expressed their displeasure with the inappropriate usage and use of L1 in L2 lessons. This study examines applying the first language in EFL Iraqi Kurdistan institutes. Scholars and EFL instructors throughout the globe have discussed how utilizing L1 in EFL classrooms may be an aid or a burden, depending on how we look at it.

Recently, there have been some significant shifts in teacher education, which has resulted in a reorientation of attention away from transmitting designs and toward alternative models and techniques. These alternative methods and speculations surfaced in the post-transmission period and addressed socially constructed, diplomatic, philosophical, and essential careers. Even though teacher training programs have changed across the board, alternate theories and viewpoints seem to have little to no impact on Iraq's English language teaching (ELT) education agendas. This research examined the issues and difficulties experienced by instructors and educators working in Iraqi academic settings and the relevance of post-transmission viewpoints and theories to that situation. The data were gathered from the opinions and convictions of 8 knowledgeable English instructors, and three teachers were interviewed. The following data collection methods were used: collaborative discussion, reflective narration, and interviews. The data were captured so that new topics relevant to the current educational development in Iraq might be discovered. These topics included barriers, restrictions, and worries in the event of any reform. According to the study's findings, participants believed that educators, instructors, and decision-makers must accept many ideas and techniques to improve what was before and also in English as a foreign language in the Iraqi curriculum for teachers.

English language teachers and educators everywhere try to find better language approaches, methods, theories, techniques, and strategies. One way to do that is by implementing the approaches or practices in their classrooms to see which one works, serves more for their students, or has more impact. These communicative language education techniques have been used for many years in many nations. The main goal of the learners is to reach communicative competence; thus, they continuously search for a method or approach that can significantly impact their communicative competence. Hence, teachers and learners try to use different language approaches and techniques to improve the student's language skills, especially their speaking skills. The main aim of this review article is to investigate the impact of communicative language teaching (CLT) by reviewing five reports and some literature reviews. Kasumi's first article, ' Communicative Language Teaching and Its Impact on Students' Performance," was conducted in 2015. The second article is entitled "The effect of using Communicative Language Teaching on Speaking Ability," which Ratih and Hanafi undertook in 2016. The third article is entitled "The Effect of Using Communicative Language Teaching on Developing English Speaking and Listening Skills of Iranian Secondary School Students," which Aalaei conducted in 2017. The fourth article, "The Effect of Communicative Activities on Libyan Secondary School Students' Speaking Performance in Malaysia," was conducted by Owen & Razali in 2018. The fifth article, "The Impact of the Implementation of CLT On Students' Speaking Skills, " was led by Mangaleswaran and Aziz in 2019. The findings of these articles indicated that CLT impacts students' communicative competence, especially speaking and other skills such as listening, reading, and writing. The results show that the sub-skills such as vocabulary, grammar, pronunciation, comprehension, and fluency improve.

Speaking is a measure of linguistic ability and a fluent speaker is considered as a skilled language learner. In Kurdistan Region of Iraq -KRI, English is taught as a foreign language from elementary to university. However, Kurdish students, even university students, have challenges with speaking English and show their attitudes to speaking as one of the complex skills in language learning. This paper revealed that most learners have personal, linguistic, social, and environmental speaking challegnes. Lack of confidence, insufficient vocabulary, reluctance, nervousness while speaking, fear of making errors, lack of an appropriate setting to practice English, and lack of instructor enthusiasm were major problems of Kurdish students. This study looked at students' speech problems and their reasons. The researchers collected data from 12 second-year students in the National Institute of Technology, in sulaimaniyah city, as an example by adopting a semi-structured interview. The data were collected and analyzed in two significant categories: difficulties and reasons, with three subgroups. The research focused on psychological, social, environmental, interpersonal, and linguistic issues as challaenges of speaking difficulty, instructor and instruction, core curriculum, misuse of mother tongue, insufficient education, and classroom culture as causes of speaking inadequacy. The researchers recommend the development of a positive atmosphere, promoting knowledge acquisition, modifying teaching approaches, and rewriting courses.