Journal of Tikrit University for Humanities

Combined Instruction Strategy regards as a means of fostering the learners’ competence in selection and coordination of appropriate strategies for their listening skill uses by students to perceive what the speaker is saying and to interpret what they intend to mean. This study aims to find out the effect of CIS on the EFL secondary school students\' achievement in listening comprehension. The population of the present study is (652) students which represents all the students of the fifth secondary classes in Al-Sharqat city during the academic year (2024-2025), The participants consisted of (58) students, EC=39 and CG=19. at Al-Rafal Secondary School, 78.37% of original population. The two groups have been taught the same instructional material \"listening comprehension sections\" which includes all audios of the three units (two, three, and five) assigned in Student’s Book 5 and Activity Book for 12 weeks. Both groups are equalized in their age, the parents educational attainment, and their scores in the previous year. The EG received explicit, and combined instruction strategy bases on process-based listening strategy instruction. The CG received the conventional teaching of listening. Then, achievement posttest of five questions has been constructed on (58) students for the two groups to assess the students’ listening comprehension. Also, the students\' attainment is improved in listening skills, and this is due to the strategy. The study ends with a number of conclusions, recommendations and suggestions for further that are presented in light of the results.

KUD strategy (Know, Understand, and Do) is an effective instructional strategy that supports comprehension and active learning. It is particularly useful in teaching grammar, especially subject-verb agreement, as it helps students recognize patterns, grasp rules, and apply them accurately. The present study aims at : finding out the effect of KUD strategy on EFL preparatory school students\' concord achievement ,investigating the effect of KUD strategy on EFL preparatory school students’ concord achievement at the proximity and notional levels ,finding out the effect of KUD strategy on EFL preparatory school students’ concord achievement at the recognition and production levels of the Posttest .A Sample of 62 students is randomly selected from Kuliyet Kirkuk preparatory school students for girls fifth class during academic year (2024-2025) .It is divided into two equal groups ,i.e., the experimental and control groups .Both groups are equalized in their age ,their parents’ educational attainment ,pretest ,and their degrees in English language during the previous stage of the academic year (2023-2024). The experimental group receives instruction based on the KUD strategy, while the control group follows the conventional teaching method. An achievement test is constructed, validated, and applied to the two groups. The results show that using KUD strategy in the classroom is more effective than using the conventional methods for developing students’ understanding of subject-verb agreement, as it helps them analyze, explain, and apply grammatical rules more accurately. Finally, the study ends up with conclusions, suitable recommendations and suggestions for further studies.

Self-Assessment and Reflection is a strategy used to develop metacognitive skills particularly critical thinking. The current study aims at finding out: to what extent that the Self-Assessment and Reflection strategy effect on the level of university students’ critical thinking. The effect using Self-Assessment on Iraqi EFL university students in critical thinking. The effect of Reflection on Iraqi EFL university students in critical thinking. The correlation between Iraqi EFL university students Self-Assessment and Reflection for the two groups. The using of Self-Assessment and Reflection on the experimental group students’ achievement at the recognition and production levels. The sample of the study is 60 students have been randomly selected from department of English- third stage. It is divided into two equal groups, experimental and control groups. The experimental group has been taught according to the Self-Assessment and Reflection strategy, while the control group has been taught by the conventional method. An achievement test has been constructed and applied to the two groups. Metacognitive Inventory awareness questionnaire is used to assess students’ self-assessment. Kember Reflection questionnaire is used to assess students’’ reflection. The results indicate that using Self-Assessment and Reflection in the classroom is more effective than using the conventional method for developing critical thinking skill.

There are many teaching strategies that teachers can use to enhance students\' learning. This study aims at: Finding out the impact of presentation practice production Strategy on EFL intermediate school students’ use of adjectives; Finding out if there is any statistically significant difference of experimental group’s use of adjective variables including (quality, quantity and possessive in the post- test. During the first semester of the academic year (2024–2025). a sample of 60 Iraqi EFL second intermediate school students has been chosen randomly from Suhdaa AL-Taff Intermediate School for Boys in Kirkuk. The sample is split into two equal groups, the experimental and control groups. Age, parental educational background, and children\' grades in English language courses from the previous school year (2023–2024) have all been equalized for both groups. An achievement post-test has been constructed to be a data collection, and the students result treated statistically. The result shows that the presentation practice production strategy is more effective in teaching EFL intermediate school students use of adjectives than the traditional teaching strategies.