Journal of Tikrit University for Humanities

This study aims to investigate the impact of mobile learning on the emotional and cultural intelligence of English as a Foreign Language (EFL) college students at Garmian University. As mobile technologies become increasingly integrated into higher education, understanding their influence on students’ social-emotional and intercultural development is essential—particularly in language learning environments. Emotional intelligence (EI), defined as the ability to recognize, manage, and utilize emotions effectively, and cultural intelligence (CQ), the capacity to function and communicate effectively across cultures, are both crucial skills for successful EFL learners. This study adopts a correlational design to explore whether the use of mobile learning tools contributes to the development of these competencies. Data are collected through standardized questionnaires measuring EI and CQ among undergraduate English majors who use mobile learning platforms as part of their language instruction. The statistical results of the study indicate significant correlations between mobile learning and students’ emotional and cultural intelligence. The results will serve learners, policymakers and curriculum designers, in learning connecting with mobile-assisted language and encourage the integration of technological equipment that assist both linguistic and interpersonal development in EFL setting.

Language proficiency depends on several factors. One of these factors is academic stress. Academic stress is now seen as a lifestyle dilemma. Students that are under a lot of academic stress have been known to experience behavioral issues, depression, anxiety, and other issues. The present study aims at finding out: 1-Iraqi EFL university students’ level of academic stress toward language proficiency. 2- The correlation between Iraqi EFL university students’ with academic stress and language proficiency. The total population of the study represents 300 college students who are studying in morning studies in the departments of English at the Colleges of Education of the universities of Tikrit and Samarra during the academic year 2023-2024. The sample of the present study is 160 third- year college students who are randomly selected from the department of English at the College of Education of the University of Tikrit. The study instruments include an academic stress questionnaire and language proficiency test. The language proficiency test is prepared and all instruments are submitted to specialists in the field of teaching English as a foreign language and linguistics to ensure its face validity. The reliability of the study instruments has been secured by using Alpha Cronbach method. The values obtained are satisfactory to ensure their reliability. Then, the study instruments are administrated to the sample students. T-Test of one coefficient and multiple regressions are used to analyze the data obtained and achieve the study aims. The major findings of this study can be summarized as follows: 1- It is concluded that Iraqi EFL university students have a low level of academic stress. 2- It was found that academic stress has a negative effect on language proficiency. In the light of the results certain conclusion are formulated, most important of which are: 1- Academic stress negatively impacts language proficiency. 2- Academic stress is a multidimensional concept that is especially present in educational environments.

This study aims to investigate the pragmatic failure of Iraqi EFL university students in academic writing by addressing three central objectives: to evaluate the overall level of students’ pragmatic competence, to identify the specific types and frequency of pragmatic failure in their academic texts—particularly in the areas of speech acts, politeness strategies, hedging, and implicature—and to determine whether gender plays a significant role in pragmatic performance. The study sample consists of 75 fourth-year undergraduate students from Colleges of Education for Humanities and for Women at Tikrit University, representing a diverse yet academically similar cohort of Iraqi EFL students. To achieve the study's objectives, a carefully designed diagnostic test is administered, targeting the students’ ability to apply pragmatic principles within academic discourse. The test items are based on real-world academic communication contexts and assessed the appropriateness of pragmatic strategies use by the participants. Statistical analysis of the results, including a one-sample t-test and one-way ANOVA, revealed that the students generally exhibited low levels of pragmatic competence, with the mean scores falling significantly below the expected benchmark. Among the four pragmatic components examined, hedging emerged as the most successfully applied strategy, indicating some awareness of academic tone and tentativeness in claims. In contrast, politeness strategies are the most problematic, suggesting a lack of sensitivity to formality and audience expectations in academic writing. Furthermore, the analysis shows no statistically significant difference between male and female students in terms of their overall pragmatic performance. These findings highlight the pressing need for explicit instruction in academic pragmatics within Iraqi EFL curricula and support the integration of communicative strategies to enhance students' ability to produce effective, culturally and contextually appropriate academic texts.