64. Al-Taghabun/Mutual Neglect
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
64:01
a. Whatever is within the celestial realm the terrestrial world is Glorifying Allah – The One and Only God.
b. For HIM is The Sovereignty, and for HIM is The Praise and Gratitude.
c. And HE Manifests Sovereignty over all existence.
64:02
a. It is HE WHO created you as human species starting from Adam and Eve,
b. then, among you, some would be a disbeliever and among you some would be a believer.
c. And Allah Watches over whatever you do: good and evil.
64:03
a. HE created the celestial realm the terrestrial world with truth: meaningfully and for a
definite purpose,
b. and gave you shape and shaped you well,
c. and made the human form to be the best of forms.
d. And to HIM is going to be your return: starting with death and then upon the resurrection.
64:04
a. HE Knows whatever is within the celestial realm and the terrestrial world,
b. and HE knows whatever you hide of your motives and deeds as well as whatever you disclose of them.
c. And Allah is All-Aware of whatever is within the hearts.
64:05
a. Has not the account of those come to you who disbelieved before you in the Missions and the Messages of their Messengers?
b. So they tasted the evil consequences of what they did, and for them was a painful punishment.
64:06
a. That was so because their Messengers came to them with Clear Messages, but they would
mockingly say:
b. What!
c....
The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. A semi-structured interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules.
Educational games are nowadays gaining popularity among many science practitioners for its potential to improve students' performance in science by enhancing their conceptual understanding, motivation and peer collaboration. However, its efficacy in improving achievement has not yet been explored in the Pakistani context. Therefore, this study aimed at exploring the efficacy of educational games in improving grade VI students' achievement in selected science concepts on Science Achievement Test (SAT). This study employed quasi-experimental pre-and posttest control group design. For the sample, two intact classes of grade VI were recruited from two private community based schools and then assigned as comparison group (CO) and intervention group (10). In total, 60 students participated constituting of equal number of students from both groups. For data collection, SAT which was developed and validated as part of this study was administered to both groups before and after intervention. The intervention comprised of four weeks during which 10 was pre-dominantly taught with educational games whereas, CO was taught with the pre-existing teaching method. The data obtained were analyzed for students' overall performance, performance on SAT content and cognitive domains on both pretest and posttest. Findings of the study illustrated that before intervention, both the groups evenly matched on their overall performance on SAT as well as their performances in the content and cognitive domains with no significant difference (p> 0.05 for all). Conversely, after intervention, both the groups improved; however, the overall performance on SAT favored 10 (p< 0.01) with the large magnitude of difference (r=0.70; r2= 0.49). Likewise, on SAT content domains, 10 outperformed CO with significant difference (p