The impact of stress and bullying on the academic performance of Iraqi EFL students

الملخص EN

This study aimed to investigate the impact of stress and bullying levels on English language learning.

A control-group design was adopted in this quasi-experimental pretest-posttest study.

The population of this study were Iraqi EFL students from Om Albneen secondary school, from which a convenience sample of 70 students was chosen.

The experimental and control groups were assigned at random to 50 and 20 students, respectively.

The experimental group members completed a 100-minute bullying behavior session after completing the performance evaluation instrument (Sudoku puzzle) as a pretest.

Participants were instructed to complete a parallel Sudoku puzzle and the Lakaev Academic Stress Response Scale (LASRS) at the end of the session (2009).

As shown in the study's findings, short-term bullying behavior had a favorable effect on English language learning (p0.05).

There was no significant difference between students with different degrees of stress, demonstrating that stress has no effect on bullying behavior's effect on English language learning (p > 0.05).

In general, the findings demonstrated that bullying conduct has a favorable impact on students' learning achievement.

This study's findings can be applied in both educational and occupational settings.