Investigating the Types and Reasons of Materials Adaptation in the Case of Primary Level EFL Teachers in Raprin Area/Kurdistan Region of Iraq

EFL teachers revert to adaptation as a strategy to promote and enhance students’ learningand meet their needs. A few reasons contribute to the adaptation process; the constraintsset by the curriculum, the EFL context, the classroom setting and teachers’ perception.The present study addresses EFL teachers’ adaptation types and reasons in Raparin Area/Kurdistan Region of Iraq. The aim of the study is to find out whether EFL teachers utilizeadaptation or not. To this end, the study used two tools of data collection which includeclassroom observation and a questionnaire. During the year 2021-2022, 82 EFL classroomsin Raparin Area were observed. Similarly, a 23 items questionnaire was designedto collect data which was filled out online via a Google form by 33 EFL teachers. Theanalysis of the data revealed teachers use different types of adaptation consciously andunconsciously, the adaptation is pre-planned and sometimes spontaneous. The results alsoshowed that the reasons for adaptation include the time constraints set by the curriculum,the large number of students in a classroom, the culturally inappropriate course-bookcontent and the national examinations. It is concluded that teachers need to be familiarizedwith how to adapt materials.