ئەز   Berivan Mohammed Ahmed Abdullah

The current study investigates Kurdish students’ attitudes towards the use of films in teaching literary works at universities in the Kurdistan Region of Iraq. The study also highlights whether using films in teaching literary works is beneficial or not and what challenges are faced by them. The data were collected by using questionnaires and interviews from 60 students aged between 18-24 years old from both private and public universities. Out of 60 students, 15 were randomly chosen to be interviewed. Results show that some students consider teaching literary works using films is beneficial, as it encourages students to study and read more literary works and it also makes them actively interact with the content which helps them remember the events more effectively. However, the study also reveals that some Kurdish students consider teaching literary works using films is a waste of time, and this discourages interaction between students and their teacher. In addition, ‘boredom’ and ‘language difficulty’ are the other two major challenges faced by Kurdish students.

The purpose of this study is to critically analyse and evaluate two selected journal articles. The two articles are research papers in the education field; more specifically both journals are about the usage and implementation of Communicative Language Teaching. For ease of reading, each article is dealt with separately. This paper is to pinpoint their weaknesses and strengths. The two chosen papers are also critiqued from various perspectives such as methods of data collection and analysis, research layout and organization, validity and reliability of the data collected, sampling issue and ethical considerations. Although the titles are very similar, the content was different and the papers are written differently using various instruments for collecting data. This study concluded that both articles to some extent have week points such as the use of instruments and the sampling size which were a very limited size, especially in article Y. The ethical issues in both articles to some extent are considered, however, in one of the articles, it is less taken into account.

This is a small scale piece of research that has been conducted to investigate the Kurdish students’ perceptions of CLT in Kurdistan. The samples involved in this study were 40 Kurdish undergraduate students; 6 out of these 40s were interviewed via Skype. The participants were chosen based on their knowledge regarding CLT. These students have been taught the CLT principles for one year and for almost three years they have been taught through CLT. This study was collected by a mixture of qualitative and quantitative data by using a set of questionnaires and semi-structured interviews. This was done in order to find the answer to three research questions which are:(1) what are students’ attitudes toward CLT? (2) Do students think that authentic materials should be used by teachers in English classes? (3) What are the challenges that Kurdish students face when they are taught through the CLT method? The findings of the study revealed that students have a positive attitude regarding the use of CLT, as it contributed much to the real world language. Moreover, the results showed that the students are in favour of the use of authentic materials because they are more interesting than other materials. However, some challenges might face the teachers and the students while implementing CLT in Kurdistan contexts, such as lack of authentic materials, lack of teachers’ knowledge, grammar-based exams and students’ proficiency level. Therefore, the findings also revealed that these difficulties can be tackled and by that this approach will work more properly in Kurdistan.

The integration of technology into our daily lives has become indispensable, and its application in educational settings is rapidly expanding. Furthermore, games are extremely popular across cultures and generations, and there is a wealth of evidence that substantiates the advantages of incorporating games into the teaching of the English language. This field is commonly referred to as game-based learning (GBL), which is the use of games to facilitate the acquisition of language by learners. The current status of the GBL in the English language acquisition field is examined in this paper through a systematic literature review of empirical GBL studies published between 2020 and 2025. The Scopus database was utilized to search for keywords associated with GBL and the English language, yielding 3,550 articles. A total of 384 papers were included in the final analysis after screening. The inclusion criteria focused on gamified language acquisition in education.

This systematic literature and network analysis (SLNA) investigates the role of game-based learning (GBL) in enhancing English language acquisition among learners. An advanced Scopus search targeting terms related to GBL and English as a Foreign Language (EFL), covering the period from 2020 to March 2025, retrieved 1,774 articles. These were screened using the Rayyan platform, and after applying exclusion criteria and focusing on inclusion criteria related to gamified language learning and the application of virtual reality (VR) in education, 444 articles were included in the final analysis. The study is guided by the following research questions: (1) What are the major research themes and clusters in the literature on game-based learning in English language acquisition for learners? (2) What are the emerging trends, tools, and methodologies used in studies on gamified English language learning? (3) How has virtual reality (VR) been integrated into language learning environments, and what role does it play in student engagement and acquisition? (4) What gaps exist in the current research, and what areas warrant further exploration to enhance pedagogical practices in this field? Citation network analysis was conducted using VOSviewer, identifying 11 thematic clusters. Emerging trends indicate a growing emphasis on the integration of adaptive technologies, mobile applications, and artificial intelligence-driven tools in gamified English language instruction. Virtual reality has been significantly incorporated in learning spaces for language study, providing rich experiential and participatory experiences that promote vocabulary acquisition, speaking confidence, and learner independence. The research gaps revealed from the analysis include a lack of longitudinal studies on the sustained effects of GBL, and underexplored connections between teacher training and the implementation of game-based instruction. These findings emphasize the necessity of in-depth, context-aware studies to inform future pedagogical innovations and scholarly research in gamified language education.

Socioeconomic disparities significantly affect students’ educational attainment, especially in acquiring a foreign language. This study aims to investigate the correlation between family income, learners’ acquisition of language, and access to games. Games can significantly enhance language acquisition. Accessibility issues, however, raise concerns, especially for students from low-income families who tend to receive noticeably less high-quantity and high-quality language exposure, like access to technology and games, than their more affluent peers. In this investigation, the PRISMA-ScR flow diagram and the Arksey and O'Malley framework are implemented to conduct a scoping review using the Scopus database. Despite the existence of a substantial corpus of research on family income and language acquisition, the researcher was unable to locate any study that encompassed all three keywords (family income, language acquisition, and language games). In order to identify relevant literature for the research questions, this investigation implemented a two-pronged search strategy using distinct search strings. Thirty of the most pertinent published papers were selected for examination. This study aims to examine the influence of family income on access to games to acquire language. Additionally, the relationship between language acquisition, games, and family income is further examined. The findings imply that pupils from low-income communities are less likely to have access to games and technology. Insufficient financial resources restrict the use of learning tools, technology, and online materials. These limitations impact students’ language processing, grammar, and vocabulary acquisition and development. Furthermore, the findings suggest an indirect relationship between language acquisition outcomes, family income, and language games. These results emphasize the necessity of creating inclusive educational environments that ensure equitable access to learning resources and thereby facilitate successful language acquisition.

Since the resilience-focused PISA and TIMSS analyses (Erberber et al., 2015; OECD 2011, 2015 2022; Agasisti, 2018), there is a growing body of scientific knowledge on the factors that support better performance of socio-economically disadvantaged students (considered resilient) in mathematics, reading, and science. However, little is known about students who are resilient in foreign languages. The present presentation examines a particularly special area of the connection between language learning and family background. It scrutinizes an important indicator of socioeconomic status, namely family income, as well as language games as an essential aspect of language learning and their accessibility. Language acquisition can greatly benefit from digital language games; however, issues of accessibility raise concerns, especially for learners from low-income families who might not be able to afford the tools, potentially impeding their language learning (Blair & Raver, 2012; Hodgkinson et al., 2017; Anasuri, 2017; Brody et al., 2019; Pace et al., 2017; Dolean et al., 2019; Vonkova, Papajoanu, & Moore, 2024; Coghlan, 2004; Riasati, Allahyar, & Tan, 2012). Our research questions are as follows: 1) What characterizes the correlation between family income, language games, and language acquisition? 2) What solutions are currently known in scientific literature to support successful language learning for students from low-income families? We conducted a bibliometric mapping analysis of the Scopus database. A two-pronged search strategy was employed, incorporated the following keywords: "family income", "learning the English language," "language games" and "language acquisition". The selection process involved narrowing down articles based on publication years, subject areas, document types, keywords, language, and accessibility. After meticulous screening, 167 articles were identified as the most pertinent and insightful for this study. Findings: 1) A great number of studies conducted in different contexts collectively suggest that disparities in language learning outcomes of learners between high-income families and low-income families stem from the varying ability of families to provide effective educational resources and support, including language games. 2) The articles present solutions that contribute to a positive language learning environment and foster the cognitive development of the learners, promote equitable language learning opportunities. Examples: positive parental and teacher attitudes, equal access to resources and extracurricular activities, etc. The theoretical and practical significance of the research is given by highlighting the necessity of creating inclusive educational environments that ensure equal access to effective language learning resources, which can help students from low-income families become successful in English.

Over recent decades, games have become widely recognized as valuable pedagogical tools within English as a Foreign Language (EFL) classrooms globally. However, research often concentrated on the game rules rather than the students’ responses. Additionally, the overemphasis on competition as a game element excludes valuable insight from studying other elements, limiting our understanding of their potential benefits. Therefore, this study aims to fill this gap by delving into how various game design elements influence students’ language acquisition in EFL classes, with a focus on the EFL teachers’ perspective in Hungary and the Kurdistan Region of Iraq. This study was conducted using expert sampling and qualitative focused group interviews with 10 experienced English language teachers in secondary schools from both research regions. The interview took around 60 minutes, and the transcripts were analyzed through thematic analysis facilitated by ATLAS.ti software. Dimensions of the analysis were the impact of different game design elements, on the nature and frequency of students’ involvement in language learning and determining the best element, along with the challenges that the teachers encounter using language games in the classroom was another dimension. According to the findings of the research, teachers perceive the collaborative language game elements to have a greater impact on fostering students’ independence and language learning, compared to competitive elements. Teachers perceive this as a valuable contribution to language acquisition, highlighting the benefits of negotiation, collaborative problem-solving, and peer feedback that are aligned with the sociocultural theories’ aspects in the learning environment. The results are anticipated to expand the theoretical knowledge base, through which, educators and game designers can create more engaging and effective language games.

Over the past few decades, the Middle East, and North Africa (MENA) region's education systems have undergone significant changes characterized by increased internationalization efforts. This systematic review focuses on investigating the multifaceted impact of internationalization – defined as the integration of international and intercultural dimensions into education systems – on educational quality in Middle Eastern and North African (MENA) countries. Specifically, this research examines the development of significant trends and patterns in internationalization in Algeria and Iraq, serving as representative examples. It evaluates the effects of internationalization initiatives on these nations' Higher education systems, exploring positive and negative outcomes, as well as the challenges and barriers within the context of the diverse educational landscapes of MENA countries. Using the PRISMA- Systematic Literature Review method to analyze academic databases, this study aims to address the research questions including what are the positive and negative outcomes of internationalization on the quality of education in MENA countries? And what are the key trends and patterns in the internationalization of education in MENA countries, and how have these evolved over time? Algeria and Iraq have been selected as case studies due to their distinct educational systems and unique experiences with internationalization efforts. This systematic review aims to provide valuable insights for policymakers, educators, and researchers working in the region. It emphasizes the importance of considering regional contexts and local factors when planning and implementing internationalization strategies in higher education while acknowledging the potential limitations in data availability and generalizability of findings to other MENA countries.

Over the past few decades, the Middle East and North Africa (MENA) regions’ education systems have undergone significant changes that are characterized by increased internationalization efforts. This systematic review focused on investigating the multifaceted impact of internationalization on educational quality in Middle Eastern and North African (MENA) countries. This research takes a closer look at the effects of internationalization initiatives on education systems in the MENA region, with Algeria and Iraq serving as representative examples. It examines the development of significant trends and patterns in internationalization, positive and negative outcomes, as well as the challenges and barriers that this phenomenon presents within the context of MENA countries' diverse educational landscapes. This study will be conducted through a comprehensive synthesis of the academic databases using the PRISMA-Systematic Literature Review to find the answer to these questions: What are the positive and negative outcomes of internationalization on the quality of education in MENA countries? What are the key trends and patterns in the internationalization of education in MENA countries, and how have these evolved over time? This systematic review will provide valuable insights for policymakers, educators, and researchers working in the region. It highlights the importance of considering the regional context and local factors when planning and implementing internationalization strategies in higher education.