1. Abdullah, R. S., Mustafa, M. R., & Ameen, S. T. (2024). Innovative assessment techniques in TESOL: Evaluating the efficacy of portfolio-based and dynamic assessments for comprehensive language learner evaluation. Russian Law Journal, 12(2).
2. Mustafa, M. R., & Barany, L. K. (2023). Investigating reading strategies used by teachers at the departments of English, universities of Duhok and Nawroz. Academic Journal of Nawroz University, 12(3).
3. Mustafa, M. R., & Haji, J. I. (2023). Large-sized classes in student-centered learning at the University of Duhok, College of Basic Education, Department of English. Babylon Center for Humanities Studies Journal, 13(4).

My research interests are situated within the field of TESOL (Teaching English to Speakers of Other Languages), with a particular emphasis on the development of the four fundamental language skills: listening, speaking, reading, and writing. Within this broad area, my primary focus is on reading and writing, which represent my main field of specialization.

My academic work is especially concerned with reading comprehension and the strategies learners use to construct meaning from texts. This interest was further developed during my MA studies, where my thesis examined reading strategies and their role in improving learners’ comprehension skills. The study provided insight into how different instructional approaches can support learners in becoming more effective and autonomous readers.

In addition, I am interested in writing instruction and how learners develop academic writing proficiency. I aim to explore teaching methods that enhance coherence, organization, and critical thinking in student writing. Overall, my research seeks to contribute to a better understanding of language learning processes and to improve pedagogical practices in TESOL, particularly in reading and writing instruction.

I have been working as a lecturer since 2022, gaining four years of teaching experience in English language education. In my first year, I taught Reading and Writing to third-stage students, focusing on developing their basic literacy and academic writing skills. In the following years, I have been teaching TESOL (Teaching English to Speakers of Other Languages) to 1st stage students where I applied different teaching strategies to support students’ language acquisition and classroom participation.
Through these roles, I have developed experience in course delivery, student engagement, and adapting teaching methods to meet learners’ needs. This experience has strengthened my ability to create effective and student-centered learning environments.

I have been involved in supervising undergraduate students for the past three years, working across areas related to languages, literature, and the arts. This role has enabled me to contribute to students’ academic development by guiding them through various stages of their research and coursework.
My supervision focuses on supporting students in formulating research topics, developing coherent academic arguments, and improving their analytical and writing skills. I also provide feedback throughout the research process to help them refine their ideas and enhance the quality of their academic work.
Overall, my supervision experience has strengthened my ability to mentor students effectively and has deepened my commitment to fostering critical thinking and academic excellence in higher education.

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