All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

With the rapid advancement of teaching and learning English as a second or foreign language (ESL/EFL) and research in second language acquisition (SLA), English has become one of the most sought-after languages to learn. In this regard, one of the fundamental aspects of second language (L2) teaching and learning is individual difference factors (IDs), as they impact the learning process and learning outcomes. However, the relationship between teaching/learning EFL and IDs has remained largely unexplored. Therefore, this scoping review is undertaken to expand our understanding of this area of investigation by examining the breadth of available literature on the topic. We aim to identify key concepts, sources of evidence, strengths, weaknesses, and research gaps that contribute to informing practice in the field, focusing on Iraqi Kurdistan as the target EFL context. Similar to prior research, this study carried out a five-stage scoping review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Four databases, namely Web of Science (WOS), APA PsycNet, Education Resources Information Center (ERIC), and Google Scholar, were used for scoping data. Ten studies were included in the final analysis after a full review. The main findings suggest a positive relationship between learning EFL and IDs with varying degrees. At the same time, the available data reveals that although EFL learners face serious challenges in the process of learning EFL, these challenges can be turned into opportunities by considering IDs. The paper concludes with some recommendations for future research.

idle.2024.02.03.pdf

Review Article

idle.2024.02.03.xml

A Scoping review of individual differences in EFL education in Iraqi Kurdistan: State of the art and prospects for future research

Pronunciation is crucial to successful communication and plays a significant role in high-stakes tests and job and education interviews. Therefore, the massive attention paid to pronunciation and pronunciation instruction, including specifically designed courses to improve L2 learners&rsquo; pronunciation, is evidence of its importance. Although learning pronunciation motivations and strategies have been extensively researched, mainly focusing on formal instructions and in the classroom, little has been explored beyond the classroom. Therefore, this study investigates the motivations, strategies, and challenges of learning pronunciation among 18 ESL learners in Australia. Data were collected through semi-structured interviews and analyzed thematically. The main findings reveal that professional (i.e., jobs) and social motivations are primary drives among learners to enhance their pronunciation. Regarding the strategies, the findings show that self-directed learning, such as watching movie series, listening to songs, repetitions, shadowing, and asking others to provide corrective feedback (CF), was among the most commonly used strategies. Furthermore, the learners reported a lack of immediate, accurate corrective feedback, and managing social insecurities, such as discrimination, were among the main challenges. This study offers several theoretical and pedagogical insights, such as the call for a more holistic approach and designing more user-friendly resources with the ability to use more authentic features when used by learners.

ltf.2025.11.01.pdf

Original Research 

ltf.2025.11.01.xml

Assessing motivation and challenges of L2 pronunciation improvement beyond the classroom

Language learning is a complex process influenced by individual personality traits (Ellis, 2008). Recognizing these traits can lead to more effective and personalized educational approaches (D&ouml;rnyei &amp; Skehan, 2003), focusing on enhancing motivation, perseverance, and learning preferences. Educators can create successful language learning experiences by considering learners' strengths and weaknesses and offering appropriate support. Language learning strategies hold significant importance among learner characteristics, as they are consistently associated with higher L2 achievement and self-regulated language learning. However, language learning strategies do not act in isolation; they interact with other learner-related variables, including personality. While some research exists on the connection between personality traits and strategic learning, it remains limited and fragmented, often relying on outdated research instruments. As teachers strive to better understand how personality influences language learning strategies, further exploration is needed to unlock valuable insights and optimize language learning experiences. To fill this gap, Jakub Przybył and Mirosław Pawlak (2023) published a book entitled &ldquo;Personality as a Factor Affecting the Use of Language Learning Strategies: The Case of University Students&rdquo; as an attempt to link the reported use of language learning strategies by tertiary L2 learners in Poland to their personality traits.

idle.2023.01.03.pdf

Book Review

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Book Review: Personality as a factor affecting the use of language learning strategies: The case of university students, Jakub Przybył and Mirosław Pawlak (2023), 210 pp., €129.99, Hardback, ISBN 978-3-031-25254-9, Springer Cham.

Inaugural Issue

The research on English as a Foreign Language (EFL) writing has garnered considerable attention over the years, particularly concerning the impact of corrective feedback (CF) on students' errors. However, in the context of Kurdish EFL students, this area of research has received limited attention, despite its potential to enhance their grammatical accuracy in writing tasks. This paper addresses this gap by examining the impact of Explicit Written Corrective Feedback (EWCF) on Kurdish EFL undergraduate students' writing accuracy in terms of subject-verb agreement (SVA). For data collection, the study employed a mixed-method approach and recruited sixty junior EFL undergraduate students who were randomly assigned to two groups: the experimental group (n=30) received EWCF on their SVA errors for five weeks, while the control group (n=30) received only implicit feedback without correction on SVA errors. Data was collected through questionnaires and pre-and post-tests, and the results revealed that EWCF was preferred by students and was more effective in enhancing their writing accuracy in terms of SVA, as evidenced in the post-test. The study has several theoretical and pedagogical implications, including the need for instructors to provide EWCF to enhance students' grammatical accuracy in writing tasks. Further, the study contributes to the limited body of research on EFL writing in the context of Kurdish students, highlighting the need for further investigation in this area.

ltrq.2023.34.04.pdf

ltrq.2023.34.04.xml

Effects of Explicit Written Corrective Feedback on Subject-Verb Agreement among Kurdish EFL Students