The rapid development of Artificial Intelligence (AI) has significantly transformed educational practices, particularly in English Language Teaching (ELT), yet empirical evidence on its effectiveness for English teachers in Islamic educational settings, especially madrasahs, remains limited. This study aimed to examine the effectiveness of AI utilization for English teachers in private madrasahs (MTs and MA) in West Lombok Regency, Indonesia, using a Research and Model Creation (RMC) approach. Conducted in 2024, the study employed a mixed-method design involving 28 English teachers selected through purposive sampling. Quantitative data were collected using a validated effectiveness questionnaire, while qualitative data were obtained through in-depth interviews and classroom observations. The RMC procedure comprised problem analysis, prototype model development, expert validation, limited field testing, and model refinement. The findings indicate that AI significantly improved teachers’ instructional efficiency, lesson preparation, material personalization, and student engagement (p < 0.05), while qualitative results showed that AI enhanced pedagogical creativity, digital confidence, and adaptive teaching strategies. Based on these findings, the study proposes a conceptual model of AI-based instructional support tailored to madrasah English teachers, emphasizing pedagogical alignment, the integration of Islamic values, and sustainable digital literacy. The study concludes that AI is empirically effective and pedagogically relevant for ELT in madrasah contexts when implemented systematically, with important implications for teacher professional development and technology-integrated curriculum design.
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