1. Assessing the Impact of the Learner-Centered Approach (LCA) on English Language Learning: A Student Perspective (Bologna process system as an example). Journal of Twezhar/ Soran University.

https://doi.org/10.31918/twejer.2574.17.

2. Evaluating the Efficacy of the Learner-Centered Approach (LCA) in English Language Teaching: An Educator's Insight (Bologna Process System as an Example).

https://doi.org/10.37680/scaffolding.v6i2.5818

3. Challenges Faced by First-Year Students Based on Individual Identities: The Case of the College of Basic Education, University of Duhok. ASCARYA: JOURNAL OF ISLAMIC SCIENCE, CULTURE & SOCIAL STUDIES/ MALYSIA.

https://doi.org/10.53754/iscs.v4i1.656.

4. Total Physical Response Story Telling (TPRS) As a Practical Approach to Teach English in Primary Schools: Theoretical Review. Journal of Humanities/ Mosul University.

https://www.google.com/search?q=https://iasj.net/iasj%3Ffunc%3Dfulltext%26aId%3D171958

5. Teaching Reading and Summarizing; a Lesson Focus on Reading and Summary Writing Aimed to EAPIntermediate Students. Zakho University Journal.

https://hjuoz.uoz.edu.krd/index.php/hum/article/view/237/187

6. An ESP Course Design for Airport Check-in Desk Staff. Journal of Duhok University.

My research interests lie in the field of Applied Linguistics and TESOL, with a particular focus on language teaching and learning processes. I am especially interested in exploring how different instructional methods and pedagogical approaches influence students’ language development, proficiency, and motivation. My work examines the effectiveness of various teaching strategies in enhancing communicative competence and fostering learner engagement in both EFL and ESL contexts.

I am a highly experienced English language educator with over 15 years of service, proficient in teaching a wide range of subjects. My expertise includes core areas such as second language acquisition, advanced grammar, and various methods of teaching. This extensive experience reflects a deep commitment to effective pedagogy and has equipped me with the skills to successfully guide students through diverse aspects of English language learning.

I am an experienced supervisor of final-year (fourth-stage) graduation projects, covering the full design-to-implementation cycle. My specialization is in projects focused on English teaching strategies for speaking development, including vocabulary, pronunciation, and fluency, often addressing real-world challenges. I prioritize a mentorship approach that integrates theoretical knowledge with hands-on skills, fostering modern teaching methods, teamwork, critical thinking, and problem-solving to ensure students are well-prepared for their professional careers in English and education.

In addition to teaching and supervision, I have been actively involved in a variety of academic and student-centered activities that contribute to the development of the department and the broader university community. I actively participate in the department’s various activities and an annual

events like (walk to talk) that promotes English language practice in an engaging, real-world context. During this event, students and faculty members walk approximately 5 kilometers while engaging in continuous English conversation, fostering authentic communication and interaction outside

the classroom. The activity concludes with a picnic that includes group discussions, games, and collaborative tasks, creating a relaxed environment that strengthens teacher–student relationships, builds confidence in speaking English, and enhances the overall sense of community within the department. In addition, I regularly take part in seminars and workshops, contributing to academic discussions and professional development initiatives that support both faculty growth and student learning.

Also I am Proficient in filing, administration, time management, and people management. Strong interpersonal skills, adept at handling work pressure, and skilled in planning, organizing, and managing caseloads.

No CV available