Investigating Iraqi Teachers' Cognition of Teaching English as a Foreign Language in Selected Schools

Abstract

The present study is a psychological study of Iraqi English teachers' cognition in relation to teaching English as a foreign language. It focuses on teachers' knowledge, belief, knowing, and thinking in teaching English. Thus, this paper discusses what cognitions English teachers have and how these cognitions contribute to improving students' learning. The methodology used in this study is a questionnaire with 20 statements and four multiple choices. The researcher randomly investigated (20) Iraqi secondary schools in Al-Najaf Al-Ashraf Governorate with a total number of (60)  participants distributed in two phases (30) males and (30) females. As for the importance of the current study, it is significantly held to improve and know English teachers' capabilities and to stand on the main challenges that both teachers and students face in teaching and learning English as a foreign language.