srjehlSRJEHLSRJEHL2788-9521https://doi.org/10.47310/srjel.2025.v05i02.003Mediating Role of Speaking Confidence in the Relationship between Classroom Interaction Frequency and Listening Comprehension Scores in ESP Courses in Iraq UniversitiesThe present study aimed to investigate the mediating role of speaking confidence in the relationship between the level of classroom interaction and listening comprehension scores in English Special Education (ESP) courses in Iraqi universities. This is a descriptive-survey study of an applied type and correlational in terms of the relationships between variables. The statistical population of the study is students from selected Iraqi universities (such as the University of Baghdad, the University of Mosul, etc.) who enrolled in specialized courses with English language units in the 2024-2025 academic year, a total of 380 of these individuals were selected using a stratified random sampling method and were selected based on the suitability of the field and level of education, and the questionnaire was distributed among them. The data of this study were collected using standard questionnaires. SmartPLS3 statistical software was also used for statistical analysis. According to the results obtained from the model fitting, classroom interaction has an effect on listening comprehension scores and speaking confidence also has a mediating role in the relationship between the level of interaction and listening comprehension.