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The aim of this study is to investigate the most common challenges that the teachers of English for Specific Purposes (ESP) face while developing an ESP course or during the teaching process. To achieve the goal of this paper, some of the main ESP theories directly related to this study are introduced and analyzed. It was found out that the most common challenges an ESP teacher encounters are; selecting the teaching materials, designing a course, lack of collaboration with the subject teachers and learners' low general English level which have been discussed in detail in this paper. In addition, this study tries to provide possible solutions to these challenges obtained from the data collected from the survey, from the literature review and theory. Moreover, this study tries to emphasize the importance of the in depth needs analysis, which can be carried out before the ESP courses. The main source of this study was the survey which was carried out among the teachers of ESP at Ishik University (IU) and Fezalar Educational Institution (FEI) in Iraq.

Speaking skill is considered to be the most important skill by language learners. Learners often measure their success in language learning by the extent to which they can use their spoken English. Notwithstanding, this skill is one of the most neglected skills in language instruction. Most students do not even have the opportunity to speak in the classroom or outside it. Moreover, speaking is not a part of the examination in most language courses. As it has been discovered by many researchers, foreign language learning best occurs through interaction, teachers should provide learners with the opportunities to communicate in English at the lesson. Since many learners' goal in language learning is to be able to communicate fluently in formal and informal interaction, classroom activities should be designed to promote oral fluency. However, the ability of speaking is a complex process in its nature; many of the learners feel anxious to speak in the classroom or outside it due to different social or psychological reasons, so they keep silent. Therefore, it is necessary for language teachers to implement some natural strategies such as: role plays, group work, projects, etc. to avoid shyness and unwillingness to speak English. Thus, the primary job of a language teacher is to encourage learners to use English not only in the classroom but also in their daily interaction with their classmates, with teachers or any other English speaking people, if possible. The present study aims at exploring the role of teachers in developing students' speaking skill. It also attempts to investigate how much the language learners are aware of natural strategies and how often they experience them in their classrooms in Iraq. Moreover, this study attempts to shed light on the importance of teachers' role in establishing friendly and productive environment as an attempt to encourage students to use the language.

Speaking skill is considered to be the most important skill by language learners. Learners often measure their success in language learning by the extent to which they can use their spoken English. Notwithstanding, this skill is one of the most neglected skills in language instruction. Most students do not even have the opportunity to speak in the classroom or outside it. Moreover, speaking is not a part of the examination in most language courses. As it has been discovered by many researchers, foreign language learning best occurs through interaction, teachers should provide learners with the opportunities to communicate in English at the lesson. Since many learners’ goal in language learning is to be able to communicate fluently in formal and informal interaction, classroom activities should be designed to promote oral fluency. However, the ability of speaking is a complex process in its nature; many of the learners feel anxious to speak in the classroom or outside it due to different social or psychological reasons, so they keep silent. Therefore, it is necessary for language teachers to implement some natural strategies such as: role plays, group work, projects, etc. to avoid shyness and unwillingness to speak English. Thus, the primary job of a language teacher is to encourage learners to use English not only in the classroom but also in their daily interaction with their classmates, with teachers or any other English speaking people, if possible. The present study aims at exploring the role of teachers in developing students’ speaking skill. It also attempts to investigate how much the language learners are aware of natural strategies and how often they experience them in their classrooms in Iraq. Moreover, this study attempts to shed light on the importance of teachers’ role in establishing friendly and productive environment as an attempt to encourage students to use the language.

Teacher motivation is essential for quality teaching. There are motivation measurement mechanisms devised by researchers and used in education in general and particularly in English language teaching. The presented research aims to create an effective mechanism of defining motivated, less motivated and demotivated English teachers. Using both qualitative and quantitative approaches, a survey triangle of English as foreign/second language teachers, of administration/supervisors and of L2 learners is suggested. Ten university English teachers at a large private university in Iraq were surveyed, using a questionnaire in order to reveal their level of motivation. Each statement/question in the survey was based on the postulates of different researchers, mainly psychologists, concerning human motivation. L2 learners were asked to � ll in the questionnaires concerning their teachers' successful teaching practices and commented on the teachers' behavior in and outside the classroom. The research outcomes validated the suggested survey model for detecting motivated vs. demotivated English teachers. During the study many assumptions about teacher motivation were reexamined and confirmed. The research results are reflected in recommendations for administration in educational institutions and for English teachers concerning various issues of motivation. Hopefully, the article will contribute to better teaching/learning practices by means of enhancing English teachers' motivation.

The paper deals with the factors that cause loss of motivation among FL/SL teachers. By employers and administrations of most teaching institutions employed teachers’ motivation is taken for granted, this is the result of unawareness of psychological and social aspects of enhancing, maintaining and losing motivation in teachers of various age, gender and experience categories. The work is an attempt to summarize the main postulates worked out by researchers of different spheres, mostly psychologists, and suggest them for understanding FL/SL teacher motivation peculiarities based on both empirical and theoretical studies. The study revealed both intrinsic and extrinsic factors as being culprits of teacher demotivation and made it evident that English teachers, though being similar to their peers, when it concerns motivating and demotivating factors, still demonstrate certain dissimilarities in this aspect due to the peculiarities of the field taught by them.

Teachers are seen as the major determinant sources of motivation for language learners. Moreover, teachers are expected to enhance learners’ motivation for better language learning since the positive effect of this relationship on the students’ achievement has been proved in many studies. Thus, the effect of motivation is crucial to students’ achievements because even people with the required knowledge, skills, and abilities will perform poorly if they are not motivated to devote their time and effort to work (Harris in Milapo, 2001:29). The purpose of the study is to explore researches and theories concerning EFL/ESL learners’ motivation, the role of teachers in students’ motivation; how they can initiate and maintain it. Moreover, this study aims to identify strategies obtained from the literature on motivation and suggest motivational techniques appropriate to be used by teachers in Iraq.

Teacher motivation is one of the primary variables of students’ high performance. It is experienced that students whose teachers are highly motivated are more engaged in the learning process. Therefore, it’s mostly the teacher who determines the level of success or failure in achieving institution’s goal in the educational process. Thus, teachers are expected to demonstrate a high job motivation performance by administrations. However, some teachers seem naturally enthusiastic about teaching while others need to be stimulated, inspired and challenged. There are several factors that provide teachers with necessary motivation driven by which they can work effectively. These factors can be emotional, financial, physical or academic. This study is an attempt to find out what motivates teachers to enter this profession, since the reasons of entering this job has significant influence on their commitment to the job, investigate factors which are responsible for high or low motivation of language teachers in Fezalar Educational Institutions (FEI), which is a Turkish private institution that operates in Iraq, and ascertain the degree to which intrinsic and extrinsic motivational factors impact teachers in their work situation. Based on the review of the recent researches of motivation, in general, and of language teacher motivation, in particular, and relying on the qualitative and quantitative study of the issue, a detailed analysis of some aspects of foreign language teacher motivation is presented in the article.