This study investigated the level, dominant type, and reasons for writing anxiety among EFL students through a quantitative research design. The participants were one group of 75 (40 female and 35 male) freshmen students from the Department of English at Karbala University, Iraq. Their ages ranged from 19 to 24, selected through a purposive sampling technique based on their intermediate level of English proficiency. The Language Writing Anxiety Inventory and the Causes of Writing Anxiety Inventory (CSLWAI) were administered. Data were analyzed using SPSS software. The findings of this survey research design study showed that EFL students have a high level of writing anxiety. Moreover, cognitive anxiety was found to be the predominant type of writing anxiety. The main reason for writing anxiety was fear of teachers' negative comments. This study has significant implications for English language teachers, indicating that they cannot assume their students to be homogeneous in terms of writing anxiety. This suggests that while designing assignments and activities for their programs, teachers should be more aware of the effect of writing anxiety. Manuscript profile

The current study aimed at considering the effects of flipped, blended, and conventional classes on developing pronunciation features among Iranian EFL learners. It also investigates the role of the ELSA app in flipped, blended, and conventional classes. For this purpose, a total number of 120 pre-intermediate EFL learners (boys and girls) were chosen to take part in the study. They were divided into different classes including flipped, blended, and conventional classes. According to the results of this study, flipped classes was more effective in terms of improving students' pronunciation compared to blended and conventional classroom. Also, based on the results, the blended method was the second method that had the highest efficiency among the three. Overall, it was concluded that using flipped and blended methods could be effective in terms of enhancing the level of pronunciation among students and they need to be taken into consideration by material developers, designers, and teachers. Manuscript profile

The present study aimed to compare the grammatical accuracy of Iranian EFL learners who were exposed to online and offline applications in distance learning. The participants who provided data for this study were 30 intermediate EFL female learners. They were divided into control and experimental groups. First of all, they were asked to participate in the grammar test designed in Google Docs form- an online application- and the grammar test designed via the “Learn English Grammar application”- an offline application. Then, students shared the links through the WhatsApp application and the teacher checked their results in terms of grammatical accuracy. In the first phase of the study, the mean difference in their grammar accuracy was not significant. After examining their papers and finding some grammatical errors students faced, the teacher explained the grammatical points in LMS classes for the control group; while the same subjects were assigned to the experimental group to work with via application. The students were also examined via the application and the teacher’s direct correction in 8 sessions. After treatment, the same test was held through the application and google docs. The result showed that participants of the offline group outperformed the groups whose errors were corrected by the teacher. Since the former could retake the test and choose the correct answers via application repeatedly, thus they learn better from their mistake as they were compared to the control group who were corrected by the teacher. The findings of this study offer promising implications for material developers, syllabus designers, EFL teachers, and learners. Manuscript profile

The goal of this study was to see how technology affected EFL students' interaction and satisfaction during the COVID-19 outbreak when they were learning in online classes. Following the identification of the study's homogeneous participants, the participants were exposed to two types of treatment, namely, online through the platform of Sky Room and face-to-face, traditional education. The treatment lasted for 10 sessions, 60 min each. In order to investigate the participants’ satisfaction, the satisfaction scale developed by Wu et al. (2010) was administered among the participants at the end of the treatment. In addition, to investigate the effect of online education on EFL learners’ interaction, the interaction scale established by (Karaman, 2015) was run among the participants after the treatment. The results of the Chi-square test revealed a significant difference between the interaction and satisfaction levels of the participants in online and traditional classes with the interaction and satisfaction levels being higher in online classes. The results have pedagogical implications for policymakers as well as practitioners. Manuscript profile