It was a quasi-experimental study because the study involved in training participants in twoclasses each containing about 5 to 6 years old pre-primary students. To this end, fifty studentsparticipated in the study who were studying at Misagh School in Tabriz. In order to makesure of their homogeneity, the researcher administered a pre-test. Based on the results, 40students were selected as the participants of the study. The two intact classes (twenty studentsin each class) were then randomly assigned into two experimental groups, each receiving onetype of sight word learning strategy. So, 30 words were given to the students as a pre-test. Tosee the effect of pictorial flashcard on sight word recognition, the necessary instruction wasgiven. At the end of the last session of the treatment, a post-test was given to each group andthen their mean scores were compared through Independent Sample T-test. The analysis ofthe results revealed significant difference in the efficiency of picture + text flashcard strategycompared to the text only strategy in the post-test. Findings of the present study are useful forEFL teachers, learners, language institutes, schools, and universities. Manuscript profile

Although a small proportion of English language is taken by prepositions, they play an important function. Foreign language learners fail to learn them and show difficulties in using propositions correctly. This quantitative study aimed to examine the effectiveness of Image schema method in helping intermediate Kurdish students in learning ten English prepositions including in, on, at, to, behind, in front of, between, beside, over and under. 100 intermediate EFL Kurdish learners within the age range of 18 to 20 from Lebanese French University in Kurdistan, Iraq made the participants of the present study. An Oxford Placement Test (OPT) was administered in order to have relatively two homogenous groups regarding their language proficiency. Based on the results, the students whose scores were +_1 standard deviation above or blow of the mean score were selected as the members of the two groups namely, one experimental and one control groups (50 in each group). To assess the participants' learning and retention before and after the intervention, a pretest and a posttest were employed. The findings of statistical analysis revealed that Image schema method had a greater impact on English preposition learning in comparison with rote learning. Thus, the present study has some pedagogical implications for English language instructors in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. Manuscript profile

The aim of the current study was to examine the effectiveness of data-driven learning (DDL) method in helping pre-intermediate Kurdish students in learning six English prepositions, which were in, on, at, to, behind, in front of, between, beside, over and under. The participants of the study were 100 intermediate EFL Kurdish learners aged 18 to 20 from Lebanese French University in Kurdistan, Iraq. The participants were divided into two groups, one experimental and control group (50 in each group). The present research adopted a quantitative research as a quasi-experimental research which was fulfilled in the form of pretest and a posttest. The uniformity of the EFL students was ensured using the Oxford Placement Test (OPT). The researcher created the pretest and posttest in this study to assess the participants' learning and retention before and after the intervention. The results revealed that DLL method had a greater impact on English preposition learning in comparison with rote learning. Thus, this study has some pedagogical implications for English language teachers in Iraq to be aware of cognitive linguistic usage as a frequent practice in the EFL classroom. Manuscript profile

The current research sought to explore the impact of cognitive strategies and graphic organizers on Kurdish EFL learners’ writing performance. One hundred fifty Kurdish EFL learners from a state university in Iraq's Kurdistan Region participated in this quasi-experimental research. The students were EFL learners in the TEFL field and belonged to two faculties. The learners were between the ages of 18 and 22. There were both males and females. After homogenizing them with the Oxford Placement Test (OPT), a sample of 99 participants from the study was chosen. The study sample was split into three groups: the experimental group on cognitive strategy, the graphic organizer group, and the control group. Each class had 33 learners. Three instruments were used to collect data: the Oxford placement test, the Pretest, and the Posttest of writing. They had thirteen sessions of treatment. After data collection, students' writing was rated by two raters, and their inter-reliability was calculated. Data analysis by Mancova revealed that both cognitive strategies and graph organizers positively impacted the writing skills of English as a Foreign Language (EFL) learners. However, the group receiving graphic organizer treatment outperformed in its effect on learners' writing performance. The current research findings could assist creators of textbooks, educational organizers, materials developers, language institutions, educators, and students create a more effective environment for learning foreign languages and enhancing writing skills. Manuscript profile