Abstract

This study developed and validated an instructional model that integrates Artificial Intelligence (AI), gamification, collaboration, and engagement in English as a Foreign Language (EFL) learning. Using a three-phase consensus-based approach, Phase 1 synthesized theoretical foundations from Communicative Language Teaching (CLT), Second Language Acquisition (SLA), Self-Determination Theory, and Social Interdependence Theory into an Integration Matrix of inputs, processes, mediating factors, and outputs. Phase 2 constructed the AI-Driven Gamified Collaboration Model within an Input-Process-Output (IPO) framework, while Phase 3 evaluated the model through expert consensus. Three specialists first assessed content validity using the Item-Objective Congruence (IOC) method, with all items meeting the acceptance criterion (IOC ≥ 0.67; consensus ≥ 80%). A separate panel of five experts then evaluated the model’s suitability on a 5-point Likert scale. The overall appropriateness of core model components was rated “Most Appropriate” (x̄ = 4.53, S.D. = 0.58), with the highest ratings for AI and technology integration (x̄ = 4.73) and theoretical alignment with CLT and SLA (x̄ = 4.67). Expert consensus confirmed the model’s validity and pedagogical relevance, providing a practical framework for fostering communicative competence, engagement, confidence, and learner autonomy in technology-enhanced EFL instruction.

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