The Representation of English in Iraqi Kurdistan High School English National Examinations

A Critical Discourse Analysis

Authors

DOI:

https://doi.org/10.14500/kujhss.v9n2y2026.pp606-614

Keywords:

Critical Discourse Analysis, National Examination, English Representation, High School, English Language

Abstract

In the Kurdistan Region of Iraq (KRI), the   Grade Twelve English national examination is administered at the end of the school year. It is one of the essential requirements for higher education admission. This examination plays a pivotal role in shaping classroom practices, students’ perceptions of the language, and supports certain ideological and educational frameworks in the region. This paper aims to critically analyze how English is represented in the   Grade Twelve English national examinations in the KRI from 2019 to 2024 using Fairclough’s three-dimensional framework. The findings suggest that formal varieties, grammar, and memorization are prioritized in the examination, and that there is a significant imbalance of cultural representation. Furthermore, the examinations encourage rote learning and test preparation. Such patterns highlight a method in which memorization and test scores lead the way, leaving little room for advanced and contextualized tasks. Additionally, the study urges test designers to align examination content with communicative language teaching, which the curriculum is based on. The study enriches the existing literature on national examinations by explaining how national examination discourses show power differences in education and offers suggestions for policymakers looking to develop English language assessment in the KRI.

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Author Biographies

Muradkhan Z. Muradkhan, 1Department of English Language, Faculty of Arts, Soran University, Kurdistan Region, Iraq

Muradkhan Z. Muradkhan holds a B.A. degree in English Language from the University of Zakho (2012). He is currently an M.A. student in English Linguistics at the Department of English, College of Arts, Soran University. He has over 13 years of experience teaching English at the high school level. His academic interests include English linguistics, discourse analysis, sociolinguistics, and language education.

Nawzar M. Haji , Department of English Language, Faculty of Education, Soran University, Kurdistan Region, Iraq

Nawzar Haji is an Assistant Professor of TESOL in the English Department at Soran University. He holds a Ph.D. in TESOL. His research interests include EFL teacher preparation, teacher practice, and teaching academic writing.

 

 

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Published

2026-08-25

How to Cite

Muradkhan, M. Z. and Haji , N. M. (2026) “The Representation of English in Iraqi Kurdistan High School English National Examinations: A Critical Discourse Analysis”, KOYA UNIVERSITY JOURNAL OF HUMANITIES AND SOCIAL SCIENCES, 9(2), pp. 606–614. doi: 10.14500/kujhss.v9n2y2026.pp606-614.

Issue

Vol. 9 No. 2 (2026): Issue Seventeenth

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Articles

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Copyright (c) 2026 Muradkhan Z. Muradkhan, Nawzar M. Haji

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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