From Messaging Assistants to Adaptive Learning: The Role of Everyday AI in Tesol Practices in Duhok

This study examines the intersection of TESOL (Teaching English to Speakers of Other Languages) and the everyday use of artificial intelligence (AI) in Duhok, within the Kurdistan Region of Iraq. It explores how AI-enabled tools—ranging from messaging assistants and adaptive learning apps to generative platforms—are increasingly integrated into learners’ daily practices. The paper situates AI within the local educational context, identifying both opportunities and challenges for English language teaching. Drawing on regional studies and simulated survey data, the findings highlight three major themes: the dominance of messaging-based AI, the pedagogical potential of education-focused applications, and the ambivalent attitudes of teachers toward AI integration. While learners demonstrate growing familiarity with AI, disparities in access and teacher preparedness remain barriers to equitable adoption. The discussion emphasizes how AI can complement TESOL by scaffolding vocabulary, enhancing pronunciation practice, supporting writing development, and providing personalized feedback. At the same time, it stresses the need for careful design to avoid over-dependence, bias, or inequity. Policy recommendations include investing in teacher training, developing culturally relevant content, and ensuring data privacy. The study concludes that AI represents both a practical toolset and a strategic policy frontier for TESOL in Duhok, where mobile connectivity and educational demand are rapidly ex