EPISTEMIC AND CULTURAL BELIEFS OF IRAQI EFL LEARNERS AND LEARNING CHALLENGES

Abstract

The aim of this study is to explore the epistemological and cultural beliefs that act as challenges in the learning of English by Iraqi undergraduate learners. English is a compulsory component of education from early school years in Iraqi Arabia, and a great deal of workforce and financial resources are invested by the Ministry of Education in this sector in a concerted effort to ensure that Iraqi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 Iraqi EFL learners at Um Albneen secondary school. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Findings revealed that the respondents' resistance to the learning of the culture of others stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions and learners for contextualizing the English language curriculum of Iraq.