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Investigating Kurdish EFL Learners’ Preferences to Oral Corrective Feedback at College Level
Omeed Lazkeen Ahmed Almahmada, Mohamed Basil Kasim Al-Azzawi
This study aims to investigate Kurdish EFL learners’ preferences to oral corrective feedback (OCF) and any differences between Kurdish EFL learners’ preferences to OCF strategies based on gender. It was carried out at four different departments of English in Duhok city. The participants of the study were 104 Kurdish EFL learners; 52 males and 52 females. A quantitative research methodology was used to conduct the study. Survey questionnaires were used to collect data from learners and SPSS program (version 26) was used to analyze the data collected from questionnaires. The results revealed that after finishing from speaking was the most preferred timing of correction among the participants. Regarding types of spoken errors and OCF strategies, participants mostly preferred the correction of serious spoken errors and metalinguistic explanation was the most preferred strategy. In addition, the results revealed that there were some gender differences in Kurdish EFL learners’ preferences to OCF strategies. The implications of the study’s findings will be of great significance to teachers, teacher training programs and curriculum designers where they highlight the importance of tailoring OCF and incorporating certain teaching methods based on learners’ preferences and gender. Furthermore, it suggests the employment of qualitative methodologies and inclusion of other variables in order to have a better understanding of the study.
Volume 12 · Issue 6 · December 2025Rhoticity as a Distinguishing Factor Between British and American Accents
Baraat Ismael FaqeAbdulla, Sanarya Maghdid Khudhur, Avan Muhammad Ibrahim
American and British English are widely used by English language learners to improve their language proficiency and for communication across borders. Rhoticity, or the post-vocalic pronunciation of the /r/ sound, is a key characteristic that helps differentiate between the two accents, Received Pronunciation and General American accents. The purpose of the study is to determine the rhotic and non-rhotic accent preferences, awareness, and usage among English Department students at Salahaddin University's College of Education during the 2023-2024 academic year. The study utilizes a mixed methodology (qualitative and quantitative) to obtain the data, including voice recordings, questionnaires, and interviews. The results demonstrate that students primarily speak with a rhotic General American accent. They are conscious of the differences between rhotic and non-rhotic American and British accents and favor rhoticity since it is a characteristic of the American accent. The results are helpful for linguists and educators in teaching students about rhoticity, which distinguishes the two accents. Gaining an understanding of this phonological feature enhances communication clarity and comprehension. To help students adapt their spoken language to various contexts, English language teachers need to be aware of rhoticity. Future research could focus on other aspects of pronunciation that distinguish the American and British accents, such as flapping.