In second language teacher education programs microteaching has always been a significant technique to help bridge theory to practice and prepare the trainees for real classroom contexts. The expected benefits from 10 to 15 minute-microteaching sessions are the communication among the trainees and supervisor, collaboration with each other, and reflection on the teaching. However, due to some constraints such as limited time and big class size, these benefits may not be derived easily. Therefore, this study aims to explore how the effect of a designed Internet-based instructional learning environment (hereafter iBILE) was perceived by the participating preservice teachers on developing their communication, collaboration and reflection in microteaching process. In so doing, 52 Kurdish preservice English language teachers were asked to use the iBILE for 6 weeks. Both quantitative and qualitative data were collected from questionnaires, the system analytics, reflection journals, and semi-structured interviews. The results of the data analysis revealed that the designed iBILE has been perceived highly effective in solving the defined microteaching problems by creating unique opportunities for communication, collaboration, and reflection in microteaching process among the preservice teachers.

The outbreak of the coronavirus (Covid-19) in December 2019 caused the total closure of educational institutions and led to stop of the face-to-face teaching for a long time. Therefore, e-learning was applied as an alternative teaching method to continue education. However, little is known about students’ perceptions on the use and acceptance of e-learning implemented during the Covid-19 lockdown, especially in the Kurdistan region of Iraq. Hence, this study aims to explore the university students’ perceptions about the use of e-learning during the lockdown in the Kurdistan region of Iraq. In so doing, a mixed-method approach is utilised to collect both quantitative and qualitative data from 50 Kurdish EFL students. The results of data analysis revealed that more students show positive perceptions than those who hold neutral and negative perceptions about the use of e-learning during the lockdown.

Recently, demotivation has attracted researchers' attention in the field of second language (SL) and foreign language (FL) learning. Therefore, many studies from different educational contexts have been conducted to explore what factors influence ESL/EFL learners' demotivation. The present mixed-methods study aims to explore EFL learning demotivating factors, their major sources, and possible effect of gender on these factors. In so doing, quantitative and qualitative data were collected from Fifty-seven Kurdish learners of English (26 females and 31 male) through questionnaires and online written interviews. The results revealed some possible factors and their sources of the learners' demotivation and showed that gender difference was effective for one factor, but not for the others. Finally, some pedagogical implications and possible solutions were presented.