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A Structural Model of Artificial Intelligence Integration in Language Instruction: A Systematic Review of Mediating Pathways to Written English Proficiency Among EFL Learners

Khaled Amjad Hassan Albataineh1, Azza Jauhar Ahmad Tajuddin1, Raihana Romly1
1Centre for Foundation and Continuing Education, Universiti Malaysia Terengganu, Kuala Terengganu, Terengganu, Malaysia
DOI: https://doi.org/10.70517/revcc2624132
Published: 30/09/2026
: Khaled Amjad Hassan Albataineh, Azza Jauhar Ahmad Tajuddin, Raihana Romly. A Structural Model of Artificial Intelligence Integration in Language Instruction: A Systematic Review of Mediating Pathways to Written English Proficiency Among EFL Learners. Revista Cultura Científica, 2026 Issue 24. pg. 1606-1617.

Abstract

Background: Generative artificial intelligence (AI) is reshaping English-as-a-foreign-language (EFL) writing instruction, yet the mechanisms through which AI integration may improve written English proficiency (WEP) remain theoretically fragmented.

Objective: This systematic review synthesises literature published within the 2018–2026 review window, together with foundational theoretical works, to develop a structural-equation-modelling (SEM) framework in which self-regulated learning (SRL), learner engagement, self-efficacy, and AI literacy operate as parallel and serial mediators between AI integration and WEP.

Method: Following a structured thematic-synthesis approach, the reviewed literature was organised around four connected domains: AI-supported writing instruction, generative-AI adoption, learner and teacher perceptions, and self-regulated learning in AI-supported contexts. The synthesis then examined evidence for direct, mediating, and serial relationships among the focal constructs.

Key findings: The literature provides partial support for the individual links connecting AI integration, the proposed mediators, and language-learning outcomes; however, these pathways are rarely tested within a single integrated model. Evidence for mediation remains fragmented, the proposed serial chain is largely untested, and Jordanian and broader Levantine contexts remain under-represented relative to East Asian and Gulf settings.

Implications: The review proposes fourteen hypotheses: nine direct-effect hypotheses (H1–H9) and five mediation hypotheses (H10a–H10e), including one serial mediation chain, as a framework for future quantitative validation among English majors at public Jordanian universities.

Keywords: artificial intelligence, generative AI, self-regulated learning, EFL, English writing, structural model

Abstract

Background: Generative artificial intelligence (AI) is reshaping English-as-a-foreign-language (EFL) writing instruction, yet the mechanisms through which AI integration may improve written English proficiency (WEP) remain theoretically fragmented.

Objective: This systematic review synthesises literature published within the 2018–2026 review window, together with foundational theoretical works, to develop a structural-equation-modelling (SEM) framework in which self-regulated learning (SRL), learner engagement, self-efficacy, and AI literacy operate as parallel and serial mediators between AI integration and WEP.

Method: Following a structured thematic-synthesis approach, the reviewed literature was organised around four connected domains: AI-supported writing instruction, generative-AI adoption, learner and teacher perceptions, and self-regulated learning in AI-supported contexts. The synthesis then examined evidence for direct, mediating, and serial relationships among the focal constructs.

Key findings: The literature provides partial support for the individual links connecting AI integration, the proposed mediators, and language-learning outcomes; however, these pathways are rarely tested within a single integrated model. Evidence for mediation remains fragmented, the proposed serial chain is largely untested, and Jordanian and broader Levantine contexts remain under-represented relative to East Asian and Gulf settings.

Implications: The review proposes fourteen hypotheses: nine direct-effect hypotheses (H1–H9) and five mediation hypotheses (H10a–H10e), including one serial mediation chain, as a framework for future quantitative validation among English majors at public Jordanian universities.

Keywords: artificial intelligence, generative AI, self-regulated learning, EFL, English writing, structural model

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Khaled Amjad Hassan Albataineh
Centre for Foundation and Continuing Education, Universiti Malaysia Terengganu, Kuala Terengganu, Terengganu, Malaysia
Azza Jauhar Ahmad Tajuddin
Centre for Foundation and Continuing Education, Universiti Malaysia Terengganu, Kuala Terengganu, Terengganu, Malaysia
azzajauhar@umt.edu.my
Raihana Romly
Centre for Foundation and Continuing Education, Universiti Malaysia Terengganu, Kuala Terengganu, Terengganu, Malaysia

How to cite:

Khaled Amjad Hassan Albataineh, Azza Jauhar Ahmad Tajuddin, Raihana Romly. A Structural Model of Artificial Intelligence Integration in Language Instruction: A Systematic Review of Mediating Pathways to Written English Proficiency Among EFL Learners. Revista Cultura Científica, 2026 Issue 24. pg. 1606-1617.

Publication History

  • Received: 29/06/2026
  • Accepted: 21/09/2026
  • Published: 30/09/2026
Copyright © 2026, Khaled Amjad Hassan Albataineh, Azza Jauhar Ahmad Tajuddin, Raihana Romly. Published by Revista Cultura Científica. This article is published as open access under the Creative Commons Attribution 4.0 International (CC BY 4.0) license (http://creativecommons.org/licenses/by/4.0/).

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