ئەز   Zeravan Ayoub Ahmed

In today's technologically advanced setting, the integration of AI-powered language learning applications has significantly impacted how young learners acquire language proficiency, particularly in English. This study seeks to examine the influence of these innovative tools on the language acquisition process of young students. Through a comprehensive analysis of existing literature, empirical research, and case studies, this research aims to elucidate the multifaceted impact of AI-powered language learning apps on language proficiency among young learners. The investigation begins by exploring the theoretical frameworks underpinning language acquisition and the role of technology, specifically AI, in facilitating language learning. By assessing the effectiveness of these applications in diverse learning environments, the study evaluates their ability to enhance linguistic skills, cultural understanding, and overall proficiency in the English language among young students. Furthermore, it investigates the potential challenges and limitations associated with the utilization of AI-powered language learning apps, considering factors such as individual learning styles, technological access, and educational settings. Through meticulous analysis and synthesis of data, this research endeavors to provide valuable insights into optimizing the integration of AI-powered language learning applications within educational curricula. Understanding the nuances of these tools' impact on young learners' language acquisition processes can aid educators, policymakers, and developers in harnessing their potential effectively.

Coding and language acquisition are highly valued in the present world, not only in the educational system but also in daily life and earning a living. In terms of Artificial intelligence (AI), Machine Learning, Deep Learning, etc., coding is becoming more and more integrated into daily life. Applying coding to increase the visualization of English learning by smart systems employing AI in the classroom, in the context of English Language Teaching (ELT), may have a significant influence on how students learn. Any civilization needs language to facilitate social interaction because it allows people to communicate their ideas, opinions, and feelings to others while also advancing their knowledge. English is a language that everyone may use to communicate with one another. As a result of the growing tendency of linguistic globalization, bilingualism is becoming a fairly common phenomenon in today's world. This paper will investigate the potential effects of coding on undergraduate students' academic performance and English language comprehension. It tries to assess both levels of learning English and vocabulary by coding using the survey data by SPSS. Additionally, it will make an effort to link the teacher's study level and outside-the-classroom teaching methods. A thorough literature review has been done and a research gap has been found. Then for the study, 60 undergraduate students from the Department of English, Cihan University- Duhok were chosen, and they were requested to take a pre-test to gauge their level of English proficiency. Additionally, the faculty were picked to gauge how easy it was for the students to grasp the language. After introducing coding and smart systems into the learning process, a post-test was conducted, and the outcomes were evaluated. The AI and smart system in the ELT can enhance the way and interest of learning. This study has led to the conclusion that coding can be added to ELT to enhance learning.

Language anxiety is becoming a significant issue in language teaching and learning. It has been a common problem in the EFL context and has had a significant impact on language teaching. Furthermore, students who were learning English felt anxious, and the factors that contributed to their anxiety were identified. Therefore, the purpose of this research was to investigate some of the factors that influence students’ anxiety and to identify the types of anxiety that they experience. The data were collected through questionnaires from 150 students from Cihan University-Duhok General Education Department English Branch second and third year and through semi-structured interviews. The data were analyzed descriptively to answer research questions. The findings indicated that students from Cihan University had a higher level of anxiety. In addition, some factors causing students’ anxiety in learning English were lack of vocabulary, pronunciation, preparation, grammar, and prior knowledge of the classroom activities, including fear of making mistakes, fear of negative evaluation, afraid of being laughed at by other students, and lack of self confidence.

The different linguistic styles used by the authors in their novels and short stories have made them interesting and challenging to study. Those styles are able to create certain effects on the readers; they might be emphatic, amused, persuaded, or even perplexed. Stylistics aims to examine the relationship between language and artistic function in literature. This research focuses on "Soon," the second and middle story of the Juliet trilogy ("Chance," "Soon" and "Silence") included in Runaway written by Alice Munro. This study used stylistics as an approach to analyze how the speeches and thoughts of the characters in the story are presented and to find out which of the categories of speech presentation are most frequently used in the short story. As a result, the current study discovers 373 presentations in Soon, including 304 speech presentations and 69 thought presentations. The analysis shows that the most commonly used speech presentation modes are FDS and DS which enable the author to make the characters seem independent of the narrator. The FDS technique suggests that the context of speech in the story is clear enough, referring to who the speakers are. The choice of forms of speech presentation as well as the choice of speech act verbs has significant consequences for the degree of importance that is attributed to different utterances, for the projection of viewpoint, and for the creation of a contrast between the characters.

This study analyses the speech and thought presentation in Chance, a short story written by Alice Munro. The study aims to analyse how the speech and thought of the characters in the short story are presented. The concept of speech and thought presentation is dubious and complex. This study distinguishes speech and thought presentation and identifies either the characters responsible for representing their speech and thought or the narrator whose speech or thought gets to represent in Munro’s short story. The present study follows the speech and thought presentation techniques of Leech and Short (2007). The present study found out how the author used the categories of speech and thought presentation in the short story with all of their categories except DT. The findings of the study revealed a total of 293 speech and thought presentations in the short story. 235 presentations belong to speech presentations, and 58 to thought presentations. FDS and DS are the most occurred speech presentation within the short story which enabled the author to make her characters seem independent of the narrator. The FDS technique suggests that the context of speech in the story is clear enough, referring to whom the speakers are. FIS is the least occurred presentation within the short story. Besides, DT is not found in the whole short story. Munro has given the importance to the external speech rather than internal thought. The study results indicate that wareness towards speech and thought presentations leads to a better understanding of the literary texts.