Al-Fatih journal

The aim of this study is to explore the level of use of Artificial ‎Intelligence (AI) applications in the educational process and to ‎analyze the barriers that limit this use from the perspective of ‎biology teachers in middle schools in Diyala Governorate, Iraq. ‎The study sought to answer two main questions: What is the level ‎of use of AI applications in teaching biology? What are the most ‎prominent barriers that hinder this use? The study also assumed a ‎high level of use of AI applications, and the presence of a high ‎level of technical, administrative, and training barriers that limit ‎the effective use of these applications. The study adopted a ‎descriptive analytical approach, and applied its tool (an electronic ‎questionnaire) to the entire study community, which included (76) ‎teachers. (65) completed questionnaires were received, with a ‎response rate of approximately (85%). The results showed that ‎the level of use of AI in teaching biology was low, with the ‎overall arithmetic mean reaching (1.54 out of 3.00), which ‎reflects a general weakness in the actual use of these applications ‎within the classroom environment. The results also revealed ‎several barriers facing teachers at a relatively high level, most ‎notably: the lack of qualified personnel, the absence of guidelines, ‎and a weak, clear educational vision. The results indicated that ‎these obstacles constitute a direct obstacle to the effective use of ‎AI technologies in biology teaching, which requires addressing ‎these challenges within a comprehensive vision for professional ‎and educational development. The current study recommended ‎providing comprehensive training for teachers to ensure that they ‎benefit from AI technologies in biology teaching. It also ‎recommended providing comprehensive training programs to help ‎develop their technical and cognitive skills in using these tools ‎effectively. It also recommended improving the technological ‎infrastructure in schools, as Iraq needs an appropriate ‎technological infrastructure, including high-performance ‎computers and stable internet networks, to ensure the smooth ‎integration of AI

This study aimed to derive teaching strategies, clarifying their ‎applications in Surat Al-Hujurat, using a descriptive-deductive ‎approach. The study covered all eighteen verses of Surat Al-Hujurat. ‎The researcher relied on several books of interpretation when analyzing ‎the surah, including Tafsir Al-Adawi, Al-Saadi, and Al-Qurtubi. The ‎study concluded with the derivation of eighteen modern teaching ‎strategies: problem-solving, induction, narrative storytelling, future ‎thinking, problem-centered learning, constructivist teaching, ‎brainstorming, Fryer, Jigsaw, idea gardens and discussion, dialogue, ‎K.W.L.H., similes, the triple learning cycle, Edelson's model, modeling, ‎and criminal imagination. The study also concluded with the derivation ‎of seven modern teaching methods: encouragement, intimidation, ‎examples, the lesson-based approach, preaching, narratives, preventive ‎education, and self-learning. These methods were presented in practical ‎examples of these strategies and approaches in Islamic education. The ‎study recommended analyzing the surahs of the Holy Qur'an to extract ‎the included methods, approaches, and strategies‎

The current research aimed to identify smart screens and their ‎relationship to bullying behavior in kindergartens. The research ‎sample consisted of (200) mothers of kindergarten children. To ‎achieve the desired results, the researcher adopted the descriptive ‎correlational approach. The researcher relied on two research ‎tools to obtain the necessary information. The researcher adopted ‎the (Asmaa, Iman, 2017) scale for measuring smart screens, after ‎modifying it to suit the current environment. This scale consists of ‎‎(22 items) distributed across the domains of (social, health, ‎behavioral, and monitoring). As for the bullying behavior scale, ‎the researcher developed a scale based on Bandura's social ‎learning theory, consisting of (35 items) distributed across five ‎domains.‎
The study examined the psychological, social, verbal, physical, ‎and sexual domains, verifying appropriate psychometric ‎properties such as validity and reliability using suitable statistical ‎methods. The researcher concluded that kindergarten children ‎exhibit a level of smart screen addiction and bullying behavior, ‎and that there is a strong positive correlation between smart ‎screens. Regarding bullying behavior, the researcher developed a ‎set of recommendations and suggestions‏.‏

This study aimed to reveal the reality of implementing the Blue Ocean ‎Strategy as an approach to developing strategic planning in Palestinian ‎universities. This was achieved by analyzing the level of activation of ‎the strategy's dimensions, identifying the most prominent obstacles, and ‎proposing development mechanisms. The researchers adopted a ‎descriptive-analytical approach, and data were collected using a ‎questionnaire, which was constructed based on previous literature and ‎studies. The questionnaire consisted of (33) items distributed over three ‎main axes (the reality of implementing the dimensions of the Blue ‎Ocean Strategy - obstacles to implementation - development proposals). ‎The validity of the tool was verified through arbitration by (10) ‎academic experts from Palestinian and Egyptian universities, and an ‎internal correlation analysis was conducted between the items and their ‎axes, all of which were statistically significant at the (0.01) level. The ‎reliability of the tool was calculated using Cronbach's alpha coefficient, ‎with the total value reaching (0.09) and the axes' coefficients ranging ‎between (0.89) and (0.91), reflecting the strength of its psychometric ‎properties. The research sample consisted of (470) faculty members ‎from Al-Aqsa and Al-Azhar Universities in Gaza, who were randomly ‎selected. The independent variables included (gender, academic ‎qualification, and years of experience). The results indicated that the ‎degree of strategy implementation was moderate (3.26), with the ‎dimensions of increase and exclusion coming first, followed by ‎innovation, and reduction coming in last. It was also found that there ‎were significant obstacles (4.17), most notably the lack of resources ‎and resistance to change, while the proposals received a very high score‏ ‏‏.(4.22)‏
Results of the null hypotheses: Using one-way and two-way ANOVA ‎tests, statistically significant differences were found at the level (α ≤ ‎‎0.05) in some dimensions depending on gender, academic qualification, ‎and years of experience. The differences favored males, PhD holders, ‎and those with more experience. The study recommends adopting the ‎Blue Ocean Strategy within university institutional plans, promoting a ‎culture of innovation, providing a stimulating regulatory environment, ‎and updating programs and plans to align with the changing Palestinian ‎educational environment

The research aimed to examine the effect of McCarthy’s (4MAT) ‎Model and the dialogic style on the achievement and retention of ‎fifth-grade secondary school female students in Islamic Education.‎
The researcher intentionally selected one public day school in ‎Baghdad as the sample for the study and the site of the ‎experiment, namely Shatt Al-Arab Secondary School for Girls, ‎affiliated with the General Directorate of Education, ‎Baghdad/Karkh II.‎
The sample contained 66 students, equally distributed into three ‎groups, with (22) students in each: the first experimental group ‎followed McCarthy’s (4MAT) Model, while the second ‎experimental group was taught using the dialogic method, while ‎the control group was taught using the conventional method.‎
Two tests were designed to measure achievement and retention. ‎The validity and reliability of the instruments were verified, in ‎addition to calculating difficulty indices and discrimination ‎coefficients for the items of both tests.‎
After conducting the experiment and analyzing the data, the ‎results revealed statistically significant differences in favor of the ‎two experimental groups—the first taught with McCarthy’s ‎‎(4MAT) Model and the second with the dialogic method—‎compared with the control group. Based on these results, the ‎researcher concluded, among other findings, that McCarthy’s ‎‎(4MAT) Model is superior to both the dialogic and conventional ‎methods in enhancing academic achievement. The study ‎recommended emphasizing the importance of diversifying ‎teaching methods in Islamic Education according to the ‎prescribed curriculum topics. The researcher also suggested ‎conducting a similar study to explore the effect of McCarthy’s ‎‎(4MAT) Model in combination with other methods, such as ‎guided discovery or brainstorming.‎

This study aimed to analyze the content of Arabic language ‎textbooks for secondary school in Palestine (eleventh and twelfth ‎grades, both parts, 2023 edition) to reveal the reality of the ‎inclusion of moral values by classifying them into human, social, ‎scientific, and environmental categories, and tracing their sources ‎‎(texts, activities, images, verses) and forms of presentation ‎‎(explicit/implicit), using a descriptive analytical method through ‎content analysis. The instrument used was a content analysis ‎questionnaire.‎
The total observed values reached 675 repetitions; human and ‎social values ranked first, with patience and dignity coming first ‎‎(27 repetitions each), followed by honesty and cooperation (24), ‎while visiting the sick and good reception were the least frequent. ‎No significant differences were recorded attributed to the type of ‎value (human/social/scientific/environmental); p=0.567, which ‎indicates a relative consistency in the qualitative distribution.‎
Significant differences appeared according to the source; texts ‎‎(454) repetitions, activities (106), images (62), and verses (53); ‎χ²=30.57, p=0.000. Significant differences were also found ‎according to the form of presentation, with explicit prevailing ‎over implicit; χ²=10.96, p=0.012. It was also shown that there was ‎variation between the units of the two grades together (χ²=39.824, ‎p<0.001). The study recommended the urgent need to include ‎moral values in Arabic language textbooks, balance the sources ‎and forms of presentation, and reduce the textual concentration to ‎enhance the educational impact of values‎

The aim of this research is to study science teachers’ perceptions ‎at the basic education stage toward the implementation of flipped ‎learning under the war on Gaza. The research seeks to identify the ‎levels of conceptual and procedural knowledge among teachers, ‎their attitudes toward this strategy, and the most suitable ‎instructional designs for the current educational environment.‎
The researcher adopted the descriptive methodology, and the ‎sample consisted of 42 male and female teachers from schools in ‎Gaza. Data were collected using a questionnaire that included ‎four main dimensions.‎
The findings revealed a high level of conceptual knowledge ‎among teachers, while their procedural knowledge was ‎moderately lower. Teachers also showed highly positive attitudes ‎toward implementing flipped learning. Likewise, the findings ‎showed no statistically significant differences in conceptual ‎knowledge or attitudes when comparing gender or years of ‎teaching experience, whereas significant differences were found ‎in procedural knowledge in favor of male teachers, attributed to ‎their easier access to digital tool and technology.‎
The study also showed that teachers prefer short lessons supported ‎by animations and illustrated stories, using simple and free ‎applications suitable for Gaza’s educational context.‎
Based on these findings, the researcher recommended the ‎following:‎
• Training teachers to produce digital content.‎
• Providing technical infrastructure and support

The current research aimed to identify (The Impact of Knowledge ‎Keys Strategy on the Acquisition of Physical Concepts among ‎Second Grade Intermediate School Students and Their ‎Associative Thinking). The research sample included (86) students ‎from the second-grade intermediate school, (43) students in the ‎control group, and (43) students in the experimental group. The ‎researcher matched the two research groups with the variables: ‎‎(chronological age calculated in months, previous information ‎test, intelligence test, associative thinking). The researcher ‎formulated (121) behavioral objectives within the levels of ‎‎(remembering, understanding (comprehension), application, ‎analysis, synthesis, and evaluation) according to Bloom's ‎Taxonomy of the cognitive domain. The researcher prepared a test ‎for the acquisition of physical concepts consisting of (36) ‎objective items of the multiple-choice type and a test of ‎associative thinking consisting of (24) items of the multiple-‎choice type. The psychometric properties of the two tests were ‎checked and after processing the data statistically using the (t- The ‎results showed that there is a statistically significant difference ‎between the two groups and in favor of the experimental group in ‎the two variables of acquiring physical concepts and associative ‎thinking. The research reached a number of results and their ‎interpretation in light of which the researcher recommends ‎adopting the keys of knowledge strategy in teaching students ‎because of its useful advantages, and employing it for different ‎stages of study.‎

The significance of this study lies in the development of ‎instructional units based on the cognitive acceleration strategy and ‎the assessment of their impact on the acquisition of certain skills ‎using the rhythmic gymnastics apparatus among female students. ‎
The aim of the study was to develop instructional units based on ‎the cognitive acceleration strategy for teaching certain skills using ‎rhythmic gymnastics apparatus to female students. ‎
The research hypothesis is that there are statistically significant ‎differences between the pre- and post-tests of the control and ‎experimental groups in the acquisition of certain skills using the ‎rhythmic gymnastics assessment tool for female students in favor ‎of the experimental group.‎
The researcher adopted the experimental approach due to its ‎suitability for the nature of the research problem. The research ‎sample consisted of (20) female first-year students in the ‎Department of Physical Education and Sports Sciences, College ‎of Basic Education, Al-Mustansiriya University, for the academic ‎year (2025–2026), with (10) female students in each group. The ‎field research procedures included preparing instructional units ‎according to the cognitive acceleration strategy, conducting the ‎main experiment, and implementing it after conducting pilot ‎experiments and completing pre- and post-tests. Through data ‎collection, the presentation, and analysis of the results, it was ‎found that the experimental group, which adopted the ‎instructional units based on the cognitive acceleration strategy, ‎outperformed the control group. The researcher concluded that ‎the cognitive acceleration strategy is effective in teaching certain ‎rhythmic gymnastics skills to the female students under study. The ‎researcher concluded that the cognitive acceleration strategy is ‎effective in teaching certain rhythmic gymnastics skills to the ‎female students in the study and found that the use of the cognitive ‎acceleration strategy has a positive and effective impact on the ‎learning of certain rhythmic gymnastics skills among the female ‎students compared to the traditional method, The researcher ‎recommended incorporating the cognitive acceleration strategy ‎into educational programs designed to teach motor skills, given its ‎positive impact on accelerating learning and improving the ‎acquisition of rhythmic gymnastics skills. ‎

The present study aims to investigate the effect of using ‎educational infographics on chemical problem-solving skills and ‎analytical thinking in chemistry among fourth-grade scientific ‎students. To achieve the research objective, a quasi-experimental ‎design with partial control of variables was adopted. The research ‎population consisted of fourth-grade scientific students within the ‎General Directorate of Education in Wasit / Al-Aziziyah ‎Education Department for the academic year 2023–2024. The ‎research sample was selected purposively and comprised (60) ‎students, distributed into two groups: an experimental group and a ‎control group, with (30) students in each. Equivalence between ‎the two groups was established in the variables of prior ‎knowledge, chemical problem-solving skills, and analytical ‎thinking. The research instruments consisted of a test measuring ‎chemical problem-solving skills and analytical thinking, for which ‎validity, reliability, and psychometric properties were verified. ‎The results of the study revealed statistically significant ‎differences at the (0.05) level in favor of the experimental group, ‎which was taught using educational info-graphics, in both ‎chemical problem-solving skills and analytical thinking. In light ‎of these findings, some recommendations and suggestions were ‎proposed.‎

Instructional design deals with higher-order cognitive processes as ‎an integrated educational framework. Therefore, it is easy to link ‎it to one of the theories of cognitive perception that explain the ‎processes of perception and learning. One such theory is the Dual-‎coding Theory, which hypothesizes that the perception of verbal ‎information differs from that of visual information. It hypothesizes ‎that an individual’s memory consists of two systems for encoding ‎information: one specific to verbal-linguistic processing and the ‎other to visual-formal processing. Based on this, the researcher ‎identified the following research question: — Does instructional ‎design based on dual-coding theory have an effect on the ‎development of visual storytelling skills among female students at ‎the Institute of Fine Arts in the material of Art Advertising? The ‎current study aims to identify the effect of instructional design ‎based on dual-coding theory on the development of instructional ‎Visual Storytelling Skills among female students at the Institute of ‎Fine Arts in the material of Art Advertising. The current research ‎population includes female students from the Institute of Fine ‎Arts, Morning Studies, in Iraq for the academic year (2025–‎‎2026). A total of (147) female students, distributed across the ‎Department of Design/ Branch of Graphic (fourth year) at the ‎Governorates of Iraqi in which a fourth-year Graphic Design ‎Branch for girls is available. The researcher specifically chose the ‎Institute of Fine Arts for Girls in Diyala to conduct the ‎experiment, and the sample of (27) students was selected ‎randomly by draw. The researcher prepared a cognitive test ‎consisting of objective questions (multiple choice) and true/false ‎questions. The researcher included (15) multiple-choice items and ‎‎(5) true-false items and prepared a form to assess the performance ‎skills of the students in the sample (experimental and control ‎groups) after they had learned instructional Visual Storytelling ‎Skills in the lesson plans in accordance with the content of each ‎plan. This form included (5) questions, and (8) core skills ‎common to all skills in the art of advertising and instructional ‎design. The researcher adopted the general ADDIE model, whose ‎steps consist of (analysis, design, development, implementation, ‎and evaluation), which is based on the principles of dual coding ‎theory (totaling six plans), represented in the course syllabus ‎exclusively by the instructional and behavioral objectives ‎formulated and presented by the researcher. The researcher ‎presented these instructional plans to a group of reviewers to ‎solicit their opinions and observations for the development and ‎improvement of the plan. The researcher reached the most ‎important results and conclusions, the most significant of which ‎was that instructional design based on dual-coding theory had a ‎positive effect on the experimental group in developing visual ‎storytelling skills in the subject of advertising art. In light of the ‎research results.‎

The paper aims to investigate the effect of employing ‎mathematical modeling and computational thinking in teaching ‎mathematics on developing adaptive mathematical thinking ‎among first intermediate grade students. It also seeks to compare ‎their effectiveness, identify differences between the experimental ‎and control groups, and estimate the resulting effect size. The ‎study hypotheses were based on the assumption that there are no ‎statistically significant differences at the level of (0.05) between ‎the mean scores of the three groups, as well as between the two ‎experimental groups.‎
The study adopted an experimental method with a quasi-‎experimental design involving three groups: a first experimental ‎group taught using mathematical modeling, a second experimental ‎group taught using computational thinking, and a control group ‎taught using the traditional method. The research population ‎consisted of first intermediate grade female students in schools ‎affiliated with the Directorate of Education in Misan. The sample ‎included (120) students, with (40) students in each group.‎
The research instrument was an adaptive mathematical thinking ‎test constructed according to a table of specifications covering the ‎content of the first three chapters. The validity and reliability of ‎the test were verified using the Kuder–Richardson (KR-20) ‎coefficient. The statistical methods used included the arithmetic ‎mean, standard deviation, one-way analysis of variance ‎‎(ANOVA), Tukey’s test, item difficulty and discrimination ‎indices, and effect size.‎
The results revealed statistically significant differences in favor of ‎the two experimental groups, with a large effect size, indicating ‎the effectiveness of both approaches. The study concluded the ‎importance of adopting mathematical modeling and ‎computational thinking in teaching mathematics. It recommended ‎training teachers in these approaches and suggested conducting ‎further studies across different educational stages and variables.‎

This study aimed to identify gelotophobia (the fear of ‎ridicule) among secondary school students, as well as the ‎significance of differences in gelotophobia according to gender ‎‎(males and females). The study sample consisted of (240) male ‎and female secondary school students in Baquba district, selected ‎using a random sampling method with equal distribution. To ‎achieve the study objectives, the researchers used the (Ruch & ‎Proyer 2008) Gelotophobia Scale, in its foreign version, which ‎includes (15) items, and established its translation validity. The ‎study results indicated: ‎
‎1- That secondary school students have gelotophobia, or the fear ‎of ridicule. 2- That there are statistically significant differences in ‎the fear of ridicule between males and females, in favor of ‎females. The results were interpreted in light of the theoretical ‎framework of the study and previous studies, as well as the ‎researchers' personal viewpoint. The study concluded with a ‎number of recommendations and suggestions.‎

The current study aims to find the effectiveness of a counseling ‎program in developing emotional Experience among educational ‎counselors, by testing the hypothesis that: There are no ‎statistically significant differences between the scores of the ‎experimental and control groups on the emotional Experience ‎scale in the pre-test, post-test, and delayed test at the 0.05 level of ‎significance. To determine the level of emotional Experience ‎among the sample, the researcher adopted the Emotional ‎Experience Scale that adopted by Ramadan (2016). The ‎psychometric properties of the scale were then examined, ‎revealing that all items demonstrated acceptable discrimination ‎and statistically significant item-total correlations. The validity ‎and reliability of the Emotional Experience Scale were ‎established. The test–retest reliability coefficient was (0.84), ‎while Cronbach’s alpha reached (0.78). The scale consisted of ‎‎(24) items. Thereafter, the counseling program was administered ‎to the experimental group, Finally, the results revealed a ‎statistically significant difference between the control and ‎experimental groups in the post-test in favor of the experimental ‎group. A delayed test was subsequently conducted to examine the ‎stability of the findings and to further assess the effectiveness of ‎the counseling program. The results confirmed the stability of the ‎obtained outcomes. Based on these findings, the researcher ‎proposed a set of recommendations and suggestions.‎

The current study aims to identify:‎
‎1.‎ The level of social withdrawal among kindergarten children. ‎
‎2.‎ The differences in the mean scores of social withdrawal among ‎kindergarten children according to the gender variable (male and ‎female).‎
In order to achieve the objectives of the current study, the ‎researcher developed a Social Withdrawal Scale. It was ‎administered to a sample of (358) kindergarten children, ‎including (179) boys and (179) girls, who were selected using a ‎simple random sampling method during the academic year (2022–‎‎2023). Subsequently, the discriminative power and face validity ‎were established, in addition to verifying the reliability of the ‎research instrument using Cronbach’s Alpha. The reliability ‎coefficient obtained through Cronbach’s Alpha was (0.94). The ‎final version of the Social Withdrawal Scale consisted of (15) ‎items. After ensuring the validity of the research instrument in ‎light of the indicators of validity and reliability, administering it ‎to the study sample, and subsequently collecting and statistically ‎analyzing the data, the present study arrived at the following ‎result:‎
‎1-Kindergarten children exhibit social withdrawal. ‎
‎2-There are no statistically significant differences in the level of ‎social withdrawal according to the gender variable (males and ‎females). ‎
Finally, the researcher proposed a set of recommendations and ‎suggestions.‎

This research contributes to an analytical study of the ‎Recreational Activities Plan in the Directorate of Education in ‎Diyala Governorate, Iraq. The descriptive survey method was ‎used as it was suitable for the nature of the research. Personal ‎freedom was exercised with the director and the school, and ‎records, documents, and personal data were collected from the ‎sample. A questionnaire prepared by the researcher served as data ‎collection tools. The questionnaire was administered to (156) ‎participants, comprising (136) of the main sample and (20) of the ‎pilot sample. The research focused on ensuring consistency with ‎the organization of the recreational work plan in the Directorate ‎of Education in Diyala Governorate, Iraq, and its areas of work. ‎This included announcing construction at the beginning of the ‎academic year, implementing construction in accordance with ‎regulations and laws, and adhering to fairness and non-‎discrimination. (71%) of the participants differed in some ‎respects, such as cooperation and collaboration between program ‎coordinators and activity trainers. The Directorate of Education ‎in Diyala does provide training courses. The most prominent ‎recommendation is to pay attention to achieving the objectives of ‎the recreational plan‎

The study aims to identify “the effect of Fun Learning ‎Strategies on the Academic Achievement of Second-grade ‎Female Intermediate Students. In light of this objective, the ‎following null hypothesis was formulated: (There is no ‎statistically significant difference at the (0.05) level between ‎the mean scores of the experimental group students, who will ‎study Biology using fun learning strategies, and the mean ‎scores of the control group students, who will study using the ‎conventional strategy, on the qualitative achievement test.)‎
A partially controlled experimental design was adopted for ‎two equivalent groups. To achieve the research objective, a ‎random sample of (66) female students from Tel al-Zaatar ‎Intermediate School for Girls were selected and randomly ‎assigned to two groups: an experimental group of (33) ‎students and a control group of (33) students. The two ‎research groups were equaled on the following variables: ‎chronological age, prior achievement in Biology, a prior ‎knowledge test, and the Raven’s Intelligence Test). The ‎scientific material to be taught was selected from the first ‎four chapters of the biology textbook designated for the ‎second intermediate grade for the academic year (2025–‎‎2026), and (137) behavioral objectives were formulated and ‎classified according to Bloom’s six levels, and (40) lesson ‎plans were prepared for both groups.‎
The researchers developed a research instrument in the form ‎of a standardized achievement test consisting of (40) test ‎items. Its validity and reliability were verified. The ‎following statistical methods were used: Cronbach’s Alpha ‎equation, difficulty coefficient, ease coefficient, ‎discrimination coefficient, effectiveness of distractors, eta-‎squared equation, chi-square equation and t-test. The ‎effectiveness of wrong alternatives, the chi-square and eta-‎squared equations, and the t-test).‎
After the researchers conducted the experiment, which lasted ‎approximately (12) weeks, they administered the final ‎version of the research instrument to the study sample. The ‎results showed that the experimental group outperformed the ‎control group on the achievement test. Based on this, the ‎researchers presented a number of conclusions, including that ‎teaching using fun learning strategies had a positive effect on ‎raising the level of achievement. The researchers ‎recommended that the relevant authorities in the‏ ‏Ministry of ‎Education organize training courses for teachers on a regular ‎and ongoing basis, in order to increase scientific knowledge ‎of modern teaching strategies in general‏ ‏and“fun‏ ‏learning ‎‎“strategies in particular. They also suggested conducting a ‎similar study to examine the impact of “fun learning” ‎strategies on other dependent variables, such as mental ‎fitness, flexible thinking, and scientific reasoning, among ‎female students‎

This study aims to examine (The Impact of Two Strategies (the ‎Rotating Circle Robin and the Discussion Stick) on Developing ‎Productive Thinking in Expressive Performance among Preparatory ‎School Students). The researcher employed an experimental design with ‎three groups: the first experimental group, the second experimental group, ‎and the control group. The research sample consisted of (84) students, ‎distributed as follows: (28) students representing the first experimental ‎group, (29) students representing the second experimental group, and (27) ‎students representing the control group. The researcher adopted the ‎productive thinking test developed by Hussein (2020), which consists of ‎two dimensions: critical thinking and creative thinking and comprises (30) ‎items. The research findings revealed a statistically significant difference ‎in favor of students in the first experimental group who studied using the ‎Rotating Circle Strategy and students in the second experimental group ‎who studied using the Discussion Stick Strategy, compared to the control ‎group who studied using the traditional method. Additionally, statistically ‎significant differences were found in the pre- and post-tests for the first ‎and second experimental groups, with the post-test showing better results. ‎The researcher proposed several recommendations and suggestions based ‎on the findings‎

This paper explores how teacher feedback influences the ‎performance of Iraqi EFL undergraduate students in writing at ‎Diyala University, Department of English Language. The study ‎investigates the nature of the feedback applied in writing classes ‎and how the feedback affects the accuracy, organization, ‎motivation, and general writing development of the students. The ‎research is descriptive and analytical, and the data were gathered ‎using a sample of 80 fourth-year students in the form of a ‎structured questionnaire with 15 items that were based on the ‎five-point Likert scale. Moreover, (15) students were interviewed ‎in semi-structured interviews to obtain a better understanding of ‎the perception and experience of learners regarding teacher ‎feedback. The results indicate that most of the Iraqi EFL students ‎have positive attitudes towards teacher feedback, as they believe ‎that it is a key element in helping to detect mistakes, enhance ‎grammar and vocabulary, and better structure ideas.‎
The findings also show that clear, detailed, and timely ‎feedback has a strong positive effect on the confidence and ‎motivation of students to revise their writing. Another aspect that ‎students are keen on is detailed feedback with explanations as ‎opposed to short-term corrections. Nonetheless, certain issues ‎were found, including the inability to interpret ambiguous ‎remarks and the decreased usefulness of feedback that is delayed. ‎

This research deals with artificial intelligence and its role in ‎facilitating the transfer of politeness strategies across different ‎cultures. It also deals with communicative language teaching ‎‎(CLT) and its role in emphasizing interpersonal communication ‎and pragmatic knowledge among EFL learners who learn English ‎as a foreign language (EFL) learners. The research focuses on the ‎politeness theory to explain the topic of interpersonal ‎communication as a basic process of sharing and exchanging ‎information and ideas among human beings. So, Artificial ‎Intelligence is concerned with making a computer behaves like ‎humans to do the tasks that are done physically to be performed ‎electronically through the internet. Artificial intelligence is one of ‎the advanced tools that appeared in contemporary society that ‎makes communication easier and more effective than ever before ‎and influences not only linguistic choices but also cultural aspects ‎and thinking patterns whenever individuals engage with this ‎technology. The advent of digital communication technologies ‎influences politeness. Facebook, email, text messaging, chat ‎rooms, blogs, and computer-mediated communication (CMC) ‎introduce novel forms of interaction. The results indicate a ‎marked change among EFL learners engaged with online learning ‎platforms compared to students in traditional learning ‎environments because a shift in politeness strategies and the use of ‎AI prove their useful value in language learning and reduce ‎psychological stress.‎
In the methodological part, this research scrutinizes the link ‎between open AI's chatbots and the adoption of politeness ‎strategies. Quantitative analysis of supplementary data indicated ‎significant increase in the application of politeness strategies, with ‎participants exhibiting a clear preference for negative politeness ‎in their face- to- face exchanges. Artificial intelligence(AI) ‎technology and communication are currently connected, with AI ‎serving as a mentor for a new style of polite communication.‎
Finally a set of results and conclusions are made and the ‎references that are used in this research are authenticated. ‎