Exploring Iraqi Kurdish EFL teachers’ familiarity with AI-driven technology

Abstract

Artificial intelligence (AI) is increasingly influencing educational practices, offering innovative tools for language teaching and learning. However, the extent of teachers' familiarity, acceptance, and use of AI in EFL classrooms remains underexplored in the Iraqi Kurdish context. This study employed a descriptive quantitative design to examine these dimensions among 565 Iraqi Kurdish EFL teachers (215 male, 350 female) holding bachelor's, master's, or doctoral degrees. Data were collected via a 5-point Likert scale questionnaire distributed through a snowball sampling technique initiated from a purposive sample. Statistical analyses included one-way ANOVA to identify differences by academic qualification and age, and independent samples t-tests to assess gender-based variations. The findings revealed significant differences in AI engagement by gender, age, and academic qualification. Teachers aged 31-40 reported higher familiarity and usage than other groups, while PhD holders showed the highest familiarity and use, and master's degree holders the highest acceptance. Overall, teachers demonstrated moderate levels of familiarity, acceptance, and use of AI-driven technologies. Conceptually, these findings suggest that AI adoption in EFL teaching is not merely a matter of personal preference or demographic variation, but a context-sensitive process shaped by professional experience, academic preparation, and access to institutional and pedagogical support. The results underscore the need for targeted professional development, institutional support, and comprehensive AI integration strategies. These findings provide actionable insights for policymakers, curriculum designers, and teacher educators seeking to enhance AI adoption and improve EFL teaching and learning outcomes in the Iraqi Kurdish context.