Journal of Tikrit University for Humanities

This study aims at determining the effectiveness of using metacognitive feedback through video-based learning for teaching turn taking and conversation management for second grade university students . In order to achieve this aim three hypotheses are formulated :
1-The university students have a higher level of metacognitive feedback awareness.
2-There is no significant difference in the metacognitive feedback awareness of second-grade university students based on their locality.
3-There is no statistically significant difference of video-based learning on teaching Turn-taking for university student .
An achievement test is constructed and exposed to a jury of specialist for the purpose of ascertaining its face validity and coefficient formula is applied to calculate the inter scorer reliability . The sample of the study consist of one hundred student selected from second grade from educational for humanities sciences during the academic year 2022-2023 . The sample is divided into two groups A and B . Both groups are equalized in the variables of parents ' academic level and mid-year exam. The experimental design of the study involves two groups ; the control group and the experiment group. The experiment started on . Both groups are taught from unit 7 to unit 13 by the researcher herself The collected data have been analyzed by using t-test formula. Result show the following :
1. There are no significance differences between the achievement of the control group in the pre-test and that of the post-test.
2. There is significance differences between the achievement of the experimental group in pre-test and that of the post–test.
3. There is significance differences between the post –test scores of the experimental group and those of the control group , and in the favour of the experimental one .
Hence, the first hypothesis is accepted, whereas the second and third ones are rejected. This indicates that metacognitive feedback through video–based learning has an effective role in students' achievement in teaching turn–taking and conversation management. In light of the study findings , a number of recommendations and suggestions are put forward.

Enhancing students’ willingness to communicate (WTC) in classrooms is considered one of the ultimate goals of teaching and learning English as a foreign language (EFL). WTC in a foreign language is defined as a learner's readiness to engage in communication with a certain person or people at a specified time utilizing an L2. It has been established in modern language pedagogy that creating a learning condition for promoting students’ interaction in the classroom is beneficial for the learning process. However, the success in creating such learning conditions is highly dependent on the willingness of students to speak the target language. This study explores the factors that affecting EFL students’ WTC in English classrooms at the College of Nursing. The participants of the study were second-year students at the College of Nursing/Ninevah University. A mixed-method approach was employed as a research strategy. A developed foreign language WTC (FLWTC) questionnaire and semi-structured interviews were used for data collection. Validity and internal consistency reliability of the FLWTC questionnaire were ensured. The findings of the study revealed that there are several factors affecting nursing college students’ WTC in English inside the classroom. These factors are located under three main categories, namely psychological, linguistic and contextual. In light of the findings obtained, the study ended up with several recommendations and pedagogical implications.

This study aims to look into the relationships between prosodic features from phonological perspective and interactional relationships and sequence organization from conversation analysis (CA) view. There are specific prosodic cues that speakers employ to signal to one another when it is their turn to talk in any speech situation. These cues serve as signs to let other people know when it is the speaker's turn to talk. It is important to demonstrate that some prosodic patterns indicate the end or continuation of a turn. Prosodic orientation, such as intonation and tone patterns, are hypothesized to reveal information about participants' matching and non-matching of a prior turn. The consistent use of the same pitch height indicates that there is agreement among the participants on a specific situation. PRAAT, a computer program is used for doing acoustic analysis to conduct the prosodic analysis following Ladefoged’s model. It is supposed that when the speaker makes a low pitch, he is no more interested in the topic raised or no more excited, but when there is a high pitch that means there is more to be added and some significant issues can be shown However, prosodic orientation is obviously used in political interviews in a manner similar to that of ordinary speech. As well as Political interviews commonly employ pauses, interrupted speech, and reasoning, some of which show a particular orientation to the preceding turns.