[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-56295-en":3,"doc-seo-56295-105":29,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":4,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":13,"seo_description":14,"update_tm":27,"read_time":28},56295,5909877438554,"Maeve","https://ap-avatar.wpscdn.com/avatar/5600025385ad2bf12a7?_k=1778553567797529272",8,"Research & Report","Investigating Iraqi EFL Students’ Linguistic Proficiency in Literary Texts","This study investigates the linguistic proficiency of Iraqi university students learning English as a Foreign Language (EFL) and examines how it relates to comprehension and interpretation of literary texts. Literary discourse is treated as a rich resource exposing learners to authentic language, complex vocabulary, varied syntax, and figurative expression, while also embedding cultural references. Iraqi EFL learners face difficulties in vocabulary, syntax, and discourse comprehension. The study evaluates strengths and weaknesses across vocabulary knowledge, syntactic awareness, and discourse comprehension, and explores their impact on meaningful interpretation.","Republic of Iraq  \nMinistry of Higher Education and Scientific Research University of Tikrit  \nCollege of Education for Humanities  \nDepartment of English  \nInvestigating Iraqi EFL Students’ Linguistic Proficiency in  \nliterary texts  \nA Graduation Project  \nSubmitted to The Council of the College of Education for Humanities, University of Tikrit, in Partial Fulfillment of the Requirements for the Degree of Bachelor’s  \nBy  \nTagreed Thabet Naif  \nSupervised By:  \nAsst. Prof. Dr. Najwa Yaseen Ismail  \n2026. A. D 1447. A . H  \n{ وَ قُل رَّ بِّ زِّ دْنِّي عِّ لْمً ا}  \n( صدق الله العظيم)  \n] 144[ :طه  \nIn the name of Allah, The Most, Gracious, The Most Merciful  \n“and say, My Lord, increase me in knowledge.”  \nGod Almighty has spoken the truth  \n(Sura: Ta-Ha, Aya: 144)  \nThe current research paper is dedicated to my parents, who have been a pillar in my academic life through their support, patience, and encouragement, always. I also devote this to my family and friends who provide my motivation and confidence in my abilities. Lastly, I would like to offer this research to my teachers and professors who assisted and provided much valuable information to the finalization of this research.  \nAdditionally, I dedicate this work to my beloved family for their constant encouragement, moral support and belief in me  \nACKNOWLEDGEMENTS  \nI wish to thank and fully appreciate my supervisor, Asst. Prof. Dr. Najwa Yaseen Ismail and her very precious guidance, constant support, and academic supervision during the process of writing and completing this research. Her critical feedback, informative suggestions and constant motivations significantly worked towards enhancing the excellence of this research. Her effort, patience and educational skills contributed a great deal into steering this research to the path of success.  \nI also owe the academic staff of the department a favourable learning experience along with their rich knowledge, tips and support toward my academic life. The teaching and mentoring practice I experienced has influenced my academic growth.  \nI would like to give special credit to my family who supported me, understood, and encouraged me in my studies indefinitely. Their morality and faith in me have always acted as a strength and motivational factor.  \nLastly, I would wish to express gratitude to all the people involved in the actual or indirect manner in the completion of this study. Any help, guidance or support that is provided on this journey is highly welcome.  \nAbstract  \nThis study investigates the linguistic proficiency of Iraqi students learning English as a Foreign Language (EFL) in relation to their comprehension and interpretation of literary texts. Literary works are widely considered valuable resources in language learning because they expose students to authentic language, complex vocabulary, varied syntactic structures, and figurative expressions that can enhance linguistic competence and critical thinking. However, many EFL learners encounter difficulties when engaging with literary discourse due to the linguistic complexity and cultural references embedded in such texts. Within the Iraqi EFL context, these challenges are particularly evident as students often struggle with vocabulary, syntax, and discourse comprehension when analyzing English literary materials.  \nThe present study aims to examine the linguistic proficiency of Iraqi EFL university students and identify the strengths and weaknesses that influence their ability to understand literary texts. Specifically, the research focuses on three major linguistic components: vocabulary knowledge, syntactic awareness, and discourse comprehension. The study also exploreshow these linguistic abilities affect students’ interpretation of literary passagesand their ability to respond to them meaningfully in English. Data are expected to be collected through literary reading tasks and linguistic proficiency assessments administered to university-level EFL studen","cbCaiqo6FbB85b5o","https://ap.wps.com/l/cbCaiqo6FbB85b5o","pdf",554760,1,31,"English","en",105,"# Dedication\n# Acknowledgements\n# Abstract\n# Table of Contents\n# Section One\n## Introduction\n## Statement of the Problem\n## Aims of the Study\n## Research Question\n## Significance of the Study\n## Scope and Limitations\n## Definition of Key Terms\n# Section Two\n## Literature Review and Theoretical Framework\n## Linguistic Proficiency in EFL Contexts\n## Literary Texts in Language Learning\n## Linguistic Features of Literary Texts\n## Definitions of EFL Students with Literary Texts\n## Previous Studies\n# Section Three\n## Iraqi Linguistic Proficiency in Literary Texts\n# Section Four\n## Conclusion\n## References","[{\"question\":\"What linguistic components does the study examine in Iraqi EFL students?\",\"answer\":\"The study focuses on three components: vocabulary knowledge, syntactic awareness, and discourse comprehension.\"},{\"question\":\"Why are literary texts considered important resources for EFL learning in this research?\",\"answer\":\"Literary works expose students to authentic language, complex vocabulary, varied syntactic structures, and figurative expressions, which can enhance linguistic competence and critical thinking.\"},{\"question\":\"What challenges do Iraqi EFL learners face when working with English literary materials?\",\"answer\":\"Students commonly struggle with vocabulary, syntax, and discourse comprehension due to linguistic complexity and cultural references embedded in literary texts.\"}]",1783809026,78,{"code":4,"msg":30,"data":31},"ok",{"site_id":24,"language":23,"slug":32,"title":13,"keywords":33,"description":14,"schema_data":34,"social_meta":85,"head_meta":87,"extra_data":89,"updated_unix":27},"investigating-iraqi-efl-students-linguistic-proficiency-in-literary-texts","",{"@graph":35,"@context":84},[36,53,67],{"@type":37,"itemListElement":38},"BreadcrumbList",[39,43,47,50],{"item":40,"name":41,"@type":42,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":44,"name":45,"@type":42,"position":46},"https://docshare.wps.com/document/","Document",2,{"item":48,"name":12,"@type":42,"position":49},"https://docshare.wps.com/document/research-report/",3,{"item":51,"name":13,"@type":42,"position":52},"https://docshare.wps.com/document/investigating-iraqi-efl-students-linguistic-proficiency-in-literary-texts/56295/",4,{"url":51,"name":13,"@type":54,"author":55,"headline":13,"publisher":57,"fileFormat":60,"inLanguage":23,"description":14,"dateModified":61,"datePublished":61,"encodingFormat":60,"isAccessibleForFree":62,"interactionStatistic":63},"DigitalDocument",{"name":9,"@type":56},"Person",{"url":40,"name":58,"@type":59},"DocShare","Organization","application/pdf","2026-07-11",true,{"@type":64,"interactionType":65,"userInteractionCount":4},"InteractionCounter",{"@type":66},"ViewAction",{"@type":68,"mainEntity":69},"FAQPage",[70,76,80],{"name":71,"@type":72,"acceptedAnswer":73},"What linguistic components does the study examine in Iraqi EFL students?","Question",{"text":74,"@type":75},"The study focuses on three components: vocabulary knowledge, syntactic awareness, and discourse comprehension.","Answer",{"name":77,"@type":72,"acceptedAnswer":78},"Why are literary texts considered important resources for EFL learning in this research?",{"text":79,"@type":75},"Literary works expose students to authentic language, complex vocabulary, varied syntactic structures, and figurative expressions, which can enhance linguistic competence and critical thinking.",{"name":81,"@type":72,"acceptedAnswer":82},"What challenges do Iraqi EFL learners face when working with English literary materials?",{"text":83,"@type":75},"Students commonly struggle with vocabulary, syntax, and discourse comprehension due to linguistic complexity and cultural references embedded in literary 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