One of the transformations of the past decade has been the rapid and increased integration of the Internet and technological tools, particularly mobile-assisted learning (MAL) and gamification tool such as Kahoot, into EFL classrooms from across the world. Studies have shown that the gamified elements of such tools as Kahoot can enhance language learning performance and be utilised as influential teaching and assessment tools in language classrooms. Nevertheless, its application is yet quite new to EFL Kurdish classrooms; as observed, very few university instructors employ it. Furthermore, the acceptance of technological tools in general and Kahoot in particular by students and their perceptions towards its use is deemed significant due to its strong correlation with the overall language learning performance. Kahoot has been extensively researched in various educational contexts. Nevertheless, no study has reported students' perceptions of its use in EFL Kurdish classes. Therefore, the present study aimed at tackling Kurdish postgraduate students' perceptions towards implementing Kahoot in a six-week English language course and detecting their performance on Kahoot throughout the course, as well as showing gender differences in their perceptions. The study adopted a 24-item questionnaire on a 5-point Likert scale embedded in it two open-ended questions and students’ grades in the course. Almost all the students accepted the application and reported positive perceptions of using Kahoot in the course. However, Kahoot might lead to frustration and torpor on the students' part if not timed and designed correctly.

The exponential development of artificial intelligence (AI) has introduced both opportunities and barriers in language education. While AI-driven tools offer significant potential to personalize instruction, their effective use depends on teachers’ digital literacy and their attitudes toward technology, that is, their technophobia and technophilia levels. This study investigates the impact of digital literacy, technophobia, and technophilia in shaping AI integration into English language education among Kurdish EFL university teachers. Employing a quantitative design with 92 teachers, the research utilized validated scales and non-parametric statistical tests to assess EFL teachers’ levels of digital literacy, technophobia, technophilia, and AI integration, as well as the interrelationship among the variables. The results revealed that teachers demonstrated low levels of technophobia, high levels of technophilia, and moderate levels of digital literacy and AI integration into teaching and assessment. Correlation analyses indicated that digital literacy and technophilia were positively associated with AI integration, whereas technophobia was negatively related. Furthermore, digital literacy was negatively correlated with technophobia and positively correlated with technophilia, suggesting that skill levels shape technology-related attitudes. Age demonstrated weak but significant associations, with older teachers showing slightly higher technophobia and lower technophilia and digital literacy, while no gender differences were observed. This implies that successful AI integration in language education can be strongly affected by teachers’ digital skills and affective orientations toward technology. These insights highlight the need for targeted professional development to foster both competence and positive attitudes toward AI-enhanced teaching.

One of the significant transformations in the Kurdistan Region of Iraq (KRI) is the implementation of the Bologna process. This alteration of the traditional system to the Bologna process system has also impacted the assessment schemes. More weight has been given to formative assessment that can help improve students’ grades and ease success in the courses. Nonetheless, the final exam still carries most of the grades. Therefore, setting appropriate questions that can meet all the cognition levels represented in Bloom’s taxonomy assists in raising students’ cognition to higher levels rather than only assessing bookish knowledge that is located on the baseline of Bloom’s taxonomy. To this intent, the present study endeavored to identify if instructors at colleges of Nursing and Science adhere to the various dimensions of Bloom’s taxonomy that are central to the Bologna process. More importantly, the association of each of the demographic variables to the level of the final examination questions was also examined. The study employed a quantitative method to tackle the topic. Totally, a sample of 75 final examination papers was collected from instructors, including 524 individual questions. The findings revealed that most of the examination papers revolved around low-order thinking questions and the association of the rate of success to the level of the questions was highly statistically significant.

The present study examines the contribution of intonation to the vocal expressions of boredom in utterances. It begins by providing a theoretical overview of the role intonation plays in conveying emotions or attitudes. Further, it outlines the tonetic aspects, pitch characteristics, and other prosodic factors that participate in conveying boredom in English depending on the literature available. The study then turns to analysing sixteen tone groups taken from four Kurdish films and recorded materials of everyday spoken Kurdish. It tests and underscores the tonetic aspects and pitch characteristics of these chosen tone groups used for the expression of boredom, relying on six parameters, namely the syntactic category, the height of the pre-head, the height of the head, the tone used, the pitch range, and the key. The role of all these intonation factors is investigated. Special reference is also made to other factors such as loudness, speed of speaking, and paralinguistic features. The work shows that the cues used to convey boredom vary, although pitch and pitch variation become dominant and central. Among all the intonation cues used to express boredom, pitch range, and tone are the most relevant and useful cues.

WTC can be conceptualized as the readiness and intention of a language learner to enter a communicative situation. Although previous studies have acknowledged learners’ willingness to communicate (henceforth, WTC) in English in diverse educational settings, very few studies have examined the issue in the Kurdish setting. This study will investigate the level of Kurdish undergraduate students’ communication willingness in English and explore the ranking order of the components of the WTC construct. It further aims to identify the communication context in which and the category of interlocutor with whom Kurdish students are more likely to communicate. It also shows the impact of gender and study year on WTC and the correlation between WTC in Kurdish and English. Utilizing a quantitative design, data were collected from a total of 151 undergraduate students through a structured questionnaire applied online. The data were analysed using descriptive statistics and inferential tests, including the Independent Samples T-test, one-way ANOVA, and Pearson Correlation Coefficient tests. The data revealed that most Kurdish students experienced a moderate amount of WTC in English. Additionally, the gender and study year variables did not significantly influence WTC in English. The study concluded with the implication that teachers should prioritize the provision of supportive, low-anxiety learning environments and prepare interactive, small-group activities to raise students' moderate WTC in English, particularly by retaining stronger listening skills and addressing weaker reading skills. Thus, the present study contributed to and confirmed the literature by conceptualising the WTC construct beyond spoken interaction, including not only speaking, but also the other language skills.

The present study examines the contribution of intonation to the vocal expressions of boredom in utterances. It begins by providing a theoretical overview of the role intonation plays in conveying emotions or attitudes. Further, it outlines the tonetic aspects, pitch characteristics, and other prosodic factors that participate in conveying boredom in English depending on the literature available. The study then turns to analysing sixteen tone groups taken from four Kurdish films and recorded materials of everyday spoken Kurdish. It tests and underscores the tonetic aspects and pitch characteristics of these chosen tone groups used for the expression of boredom, relying on six parameters, namely the syntactic category, the height of the pre-head, the height of the head, the tone used, the pitch range, and the key. The role of all these intonation factors is investigated. Special reference is also made to other factors such as loudness, speed of speaking, and paralinguistic features. The work shows that the cues used to convey boredom vary, although pitch and pitch variation become dominant and central. Among all the intonation cues used to express boredom, pitch range, and tone are the most relevant and useful cues.