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All Journal Journal of Language and Pragmatics Studies International Journal of Pedagogy and Learning Community (IJPLC)
Raheem, Bareq Raad
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Evaluating English language skills: The role of formative and student-centered assessments in language learning Ghafar, Zanyar Nathir; Hazaymeh, Omar Mohammad-Ameen Ahmad; Raheem, Bareq Raad; Anjum, Farheen
Journal of Language and Pragmatics Studies Vol. 4 No. 2 (2025): August 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i2.122

Abstract

  This study investigates English language proficiency by examining various assessment strategies, outlining their respective advantages and limitations. It concentrates on established evaluation methods to assess their effectiveness in tracking student progress and informing instructional adjustments. Formative assessments are analyzed to gauge language skills across diverse student populations. Formative assessments, such as classroom observation, interactive discussions, quizzes, and short tests, offer real-time feedback and support adaptive teaching. In contrast, summative assessments, including final exams and comprehensive projects, assess cumulative learning outcomes after instructional periods. The study reveals that formative assessments help educators identify learning gaps and implement targeted interventions. Furthermore, the use of alternative evaluation tools like portfolios, peer assessments, and self-evaluation promotes active engagement and critical reflection among learners. By introducing non-traditional assessment practices, this research highlights the value of student-centered approaches that enhance learner involvement and position students as active contributors to their language development. The adoption of varied assessment techniques ultimately supports a more flexible, responsive, and participatory educational environment.
Understanding EFL learners’ academic writing problems and the benefits of artificial intelligence tools: A descriptive review Ghafar, Zanyar Nathir; Raheem, Bareq Raad
Journal of Language and Pragmatics Studies Vol. 4 No. 3 (2025): Dec 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i3.141

Abstract

Artificial Intelligence (AI) today represents not only technological advancement but also a powerful tool that is rapidly transforming the process of learning English. EFL learners increasingly use AI-based applications to enhance their language skills and academic writing performance. This study aims to identify the major challenges EFL learners face in academic writing and to highlight the significance of AI tools in addressing these issues. A qualitative descriptive review was conducted to achieve the study objectives. Relevant literature published over the last ten years was selected from open-access sources and academic databases. The findings indicate that learners encounter persistent problems in grammar, punctuation, coherence, and the organization of ideas. The review also shows that AI tools play a supportive role in helping learners improve their grammatical accuracy, expand their vocabulary, and develop better writing structure and coherence.
Opportunities and Drawbacks of Implementing the Bologna Process in Kurdistan Higher Education Universities: A Regional Review Nathir Ghafar, Zanyar; Ahmad Hazaymeh, Omar Mohammad-Ameen; Raheem, Bareq Raad; Wajdi, Majid; Adnyana, Ida Bagus Artha; Sitawati, Anak Agung Raka
International Journal of Pedagogy and Learning Community (IJPLC) Vol. 2 No. 3 (2025): International Journal of Pedagogy and Learning Community (IJPLC)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijplc.v2i3.26

Abstract

This review paper examines the adoption and implementation of the Bologna Process across higher education institutions in the Kurdistan Region of Iraq (KRI). Employing a secondary data review approach, the study synthesizes findings from institutional reports, policy documents, and empirical research conducted at universities in Sulaimani, Erbil, Duhok, Zakho, Halabja, Soran, Garmian, and Raparin. The analysis reveals several opportunities arising from the Bologna Process, including curriculum reform towards student-centered learning, the adoption of the European Credit Transfer and Accumulation System (ECTS), improved quality assurance mechanisms, and enhanced potential for international academic collaboration. Despite these advancements, the study identifies significant challenges such as inconsistent policy coordination, inadequate digital infrastructure, faculty resistance to pedagogical change, and limited institutional capacity in quality assurance. These issues hinder the full integration of Bologna principles across the region. Based on the findings, the paper proposes key recommendations: standardizing policy frameworks, investing in digital and administrative infrastructure, expanding faculty training programs, and strengthening institutional governance. These strategies aim to promote a more coherent and sustainable implementation of the Bologna Process, contributing to the ongoing modernization of higher education in the Kurdistan Region.
Co-Authors Ahmad Hazaymeh, Omar Mohammad-Ameen Anjum, Farheen Ghafar, Zanyar Nathir Hazaymeh, Omar Mohammad-Ameen Ahmad Ida Bagus Artha Adnyana Majid Wajdi Nathir Ghafar, Zanyar Sitawati, Anak Agung Raka