Students' Perceptions of Speaking Materials' Alignment with Communicative Needs: A Focus Group Investigation

This qualitative study investigated how second- and third-stage English as a Foreign Language (EFL) students at the University of Duhok (UoD), English Language Department, evaluated the speaking materials used in their first semester in relation to their communication requirements. The study conducted focus group discussions (FGDs) with 24 students (12 females and 12 males, respectively) who were chosen from a total of approximately 250 students. Thematic analysis of focus group discussion transcripts concentrated on understanding students’ experiences regarding the materials based on academic and professional usability and cultural match, as well as assessment procedures. The study demonstrated that students gained confidence through the materials, yet many students questioned their connection to practical situations and cultural alignment, as well as testing procedures, particularly students in the third stage. Third-stage students expressed a preference for authentic materials along with topics focused on achieving fluency above everything else. Second-stage students valued teacher assistance more than anything else. Students progressively altered their perceptions of speaking materials during their linguistic development and their increased need for communicative abilities. The evaluation process shows that student feedback helps educators develop speaking materials by matching it with the students’ miscellaneous needs at the College of Basic Education.