The present study is aimed at introducing the idea of "peer teaching", a student-centered instructional method that can engage students during class and outside the class to reveal common misunderstandings. The study also talks about the guidelines and purposes of implementing the method, and benefits and difficulties of its implementation in English language classes. Data were collected through open-ended questionnaires distributed among Kurdish students majoring English language at University of Garmian and English language teachers at both Garmian and Raparin Universities. The study findings show that the participants have positive perspectives towards implementing peer teaching in EFL classes to enhance students' learning and language abilities. The teacher participants have neutral responses on using the method in the past. They also mentioned a group of benefits of the model and a number of barriers to its implementation in college classes. Moreover, the student participants welcomed the model and considered it as important as they relied on when they couldn't understand teachers' explanation and missed a session. Likewise, they asserted its usefulness for students who teach and are taught. Finally, students have different views on whether peers' or teacher's teaching more influential is. Most of them rely on peer teaching when necessary, though they think the information students acquire the knowledge from teachers' teaching then use it in peer teaching. While, a small number prefer peer teaching to teacher's teaching.

The study explores the pedagogical feasibility of Conceptual Metaphor-based Approach to teaching idioms to Kurdish university-level EFL students to find out to what extent the approach enhances idiom comprehension, and whether it is better than traditionally practiced approaches accordingly. Additionally, the aim of this study is to check the L1 transfer and interference role in comprehension of idioms by the participants, and how idiom grouping under corresponding Conceptual Metaphors helps students in figuring out L1 equivalents. The quantitative data were based on and collected from testing 73 participants who were divided into an experimental and a control group. Results showed that the experimental group participants outscored the control group participants, and the difference was statistically significant. Though, the traditional group had better posttest scores in comparison to their pretest. Findings also reveal that clustering idioms around corresponding Conceptual Metaphors was more helpful than randomly listed idioms; L1 transfer was observed in the idioms that have exact equivalents or closest equivalents, and sharing the same Conceptual Metaphors was helpful in understanding and finding Kurdish idioms, particularly for the experimental group. Besides, L1 interference was noticeable in all types of idioms being exact or closest equivalent or having no equivalent linguistically. Meanwhile, literal translation was also relied on by the participants as a strategy due to probably a lack of conceptual metaphor knowledge

The advent of Conceptual Metaphors (CMs) has led to the use of Applied Cognitive Linguistics in recent years to be the growing area within the ELT field. In this regard, previous studies in other language contexts have proven that CM is a good medium for teaching English idioms and other vocabulary items. Despite a great deal of research on the positive impact of the CM-based Approach in teaching vocabulary and idioms to EFL students, very few studies have reported students’ perspectives on its implementation. Such an endeavor is completely new to EFL classes in the Kurdish context since the perspectives of the Kurdish undergraduate students of EFL have not been known yet. Therefore, this study is an attempt to explore the Kurdish students’ perspectives on using the CM-based Approach in teaching idioms within the EFL framework. Quantitative and qualitative data were collected by adopting a questionnaire consisting of closed-ended items and open-ended questions, inquiring 52 junior English-majored Kurdish students. The results indicate that almost all the participants have positive attitudes towards the approach as it has benefits to language learning; hence, they are eager to know more about it. However, negative attitudes towards the approach and its implementation in teaching idioms were observed. Additionally, suggestions were presented by the respondents to improve CM-based instruction in EFL.

The present study aims introducing and proposing the notion and implementation of a flipped classroom model-Teaching Naked‖ in EFL college classes at university level and proposes some pedagogical suggestions and recommendations. The term coined by Dr. Jose Bowen, which means stripping teaching technologies outside of physical class meetings, instead choosing to use the scheduled time for more discussion-oriented teaching and learning activities (i.e. flipping the classroom, moving the lectures out and moving interaction and problem-solving in). The study will discuss the role of-Teaching Naked‖ approach as a flipped instruction model in improving the way of teaching, assessment, and learning among English as a Foreign Language learners. It also deals with the benefits of and barriers to implementing the approach in both teaching and learning processes. The study adds that the approach implementation can be evolutionary.