The Role of Language Oral Proficiency Progress in Developing the Iraqi EFL learners’ Interactional Competence

The present paper aims at investigating the role that language oral proficiency progress may have in developing the interactional competence of Iraqi EFL learners. The study hypothesizes that there is no statistically significant difference between the mean scores of EFL learners language oral proficiency both in pre-and post-test ,as well as, in the pre-and post-questionnaire. It also hypothesizes that there is no statistically significant difference between the mean scores of the pre-and post-test ,as well as, between the mean scores of the pre-and post-questionnaire for the interactional competence categories )turn management, topic management, breakdown repair, interactive listening and intersubjectivity(.After making some modifications, Galaczi and Taylors (2020) model is adopted. To elicit accurate data, both focus group discussion and a self-reported questionnaire are conducted with 51 fourth-year Mosul university students. The results provide evidence of the efficiency of language oral proficiency progress in developing students interactional competence.