Journal of Tikrit University for Humanities

This study investigates the correlation between ethical awareness and academic achievement among university students learning English as a Foreign Language (EFL). Recognizing that ethical values such as integrity, responsibility, and honesty play a fundamental role in shaping academic behavior, the research adopts a correlational design to analyze how these values influence students’ performance. Data were collected using questionnaires measuring ethical awareness and English language tests assessing academic achievement. Results revealed a significant positive relationship between students\' ethical awareness and their academic success. Students who demonstrated higher ethical awareness achieved better scores in English proficiency, indicating that ethics play a critical role in learning outcomes. The study further highlights the importance of integrating ethical values into educational curricula and creating supportive learning environments to promote academic integrity. Based on the findings, recommendations include embedding ethical principles into EFL programs, offering workshops on academic honesty, and utilizing mentorship programs to reinforce ethical behavior. The research contributes to the growing field of educational ethics, providing insights for educators, policy makers, and academic institutions seeking to enhance both ethical and academic development in higher education.

This paper discusses how effectively implementing formative assessment strategies empowers English learners in their studies. The study looks into various assessment tools to be tried on respondents, including Kahoot, group discussion, and an online assessment tool. There were 10 EFL instructors and 50 students from two different universities in Erbil, Iraq who participated in the study. Student responses appear to indicate that the implementation of formative assessments is positively related to enhanced learning gains. The interviews with the instructors described various forms of formative assessment applied in an English language classroom currently. Whereas there are areas where shortcomings exist such as lack of time and alignment between assessments and curriculum standards, challenges are presented by formative assessments. In light of this, therefore, educators shall be provided with resources in incorporating the use of formative assessments into their teaching. Formative assessment proves to be efficient in enhancing confidence among learners enabling learners to make sense of main ideas or concepts and academically better performances among students, as has been shown in this paper. Yet, the reluctance of student participation still prevails. This research adopted mixed-methods approaches by way of interviews and questionnaires in the collection of data and test attitudes toward formative assessment. It would seem that one of the positive impacts brought about by formative assessment is student engagement and academic achievement in learning the English language.