Dr. Shaima Mahdi is a professor in the Department of English Language at College of Education for Women, University of Baghdad. In (1994) She got a bachelor's degree in English language and served as a secondary school teacher (1994-2000), Then she got MA in methods of teaching English as a foreign language from the University of Baghdad (2003). At Teachers Training Institute\ Baghdad, she taught literature, methods of teaching, testing, and general English (2003-2006), she held several English language training courses for employees of different ministries at the Development and Continuous Learning Center \ University of Baghdad (march- August 2006). She started working at College of Education for Women at \ University of Baghdad (September 2006 – till now).
EFL Teacher Education Computer-assisted Language Learning Translation in Educational Psychology Statistics
She was responsible for higher studies in the Department of Educational and Psychological Sciences (2016-2017) and (2019-2020). Responsible for quality assurance/ performance evaluation in the Department of Educational and Psychological Sciences (2016-2020). Responsible for quality assurance unit/Good Laboratory Practice (GLP) in the Department of English Language (2020-2021). Head of the Department of English Language (17/4/2022-20/11/2023).
Member of the Scientific Committee in the Department of English Language (2022-2024) Internal Editorial Member in Journal of the College of Education for Women ( JCEW) (2021-till now). Journal of Language Studies of Tikrit University (2024- till now)
EFL Teacher Education Applied Linguistics Educational Linguistics Psychological linguistics
BA in English Language \ University of Baghdad 1994 MA in EFL \ University of Baghdad PhD in EFL \ University of Baghdad
During this period, she taught ESP for undergraduate students at Department of Educational and Psychological Sciences (for the four grades), ESP for postgraduate students at Department of Educational and Psychological Sciences (MA students of educational psychology, methods of teaching social studies, Educational Philosophy), and Ph.D. students of educational psychology, ESP for MA students at department of Kindergarten, Training course, for EFL student-teachers \fourth grade\ department of English Language, Testing \fourth grade\ department of English language, Measurement and Evaluation\fourth grade, ELT (English Language Teaching) \second grade\ department of English language. Three Training courses for TOFEL (two courses in reading skills and writing) at University of Baghdad.
- Laali’ Muammer Ibrahim
- Israa Jaafar Naji
- Suhad Qais Ahmed
This research aims at identifying the Iraqi EFL students' academic buoyancy in reading and listening skills and then finding out the difference between the two skills; Furthermore, finding out the five predictors differences of each of the two scales. Two academic buoyancy scales used to collect data. After achieving the scales' psychometric characteristics, they are submitted to the study sample. The sample of (100) female students selected according to the stratified random method from the second class at the Department of English\ College of Education for Women\ University of Baghdad. The results show that the students have academic reading buoyancy and have not academic listening buoyancy; the difference between the two abilities shows
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This study aims at suggesting flow as a strategy for training female EFL student-teachers in the teaching training course and finding out the effect of this strategy on their performance and their flow state. The training course syllabuses will be constructed according to the flow nine factors and the teaching skills. The measurement tools are the student-teacher performance checklist that has already been used by the department of English language and SHORT Flow State Scale (S FSS-2). The study population is represented with the (60) female student-teachers/ fourth stage/ evening studies at theEnglish department /college of education for women/the University of Baghdad. The study is used the experimental design in that (30) of the student-
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Many studies have recommended implying the skills and strategies of creative thinking, critical thinking, and reflective thinking in EFLT curriculum to overcome EFL teaching-learning process difficulties. It is really necessary to make EFL teachers aware of the importance of cultural thinking and have a high perception of its forces. Culture of thinking consists of eight cultural forces in every learning situation; it helps to shape the group's cultural dynamic. These forces are expectations, language, time, modeling, opportunities, routines, interactions, and environment. This study aims to investigate EFL student-teachers’ perceptions of cultural thinking. The participants are selected randomly from the fourth-stage students at
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