EFL STUDENTS’ PERCEPTIONS AND PRACTICES OF USING GEMINI FOR DEVELOPING ENGLISH ARGUMENTATIVE ESSAY WRITING SKILLS

Συγγραφείς

  • Nguyen Thi Ngoc Trinh English Studies Program, Department of English Language and Culture, 2Senior English Lecturer, Can Tho University, Can Tho, Vietnam
  • Thai Cong Dan School of Foreign Languages, Can Tho University, Can Tho, Vietnam

DOI:

https://doi.org/10.46827/ejae.v10i3.6428

Λέξεις-κλειδιά:

Google Gemini, argumentative writing, EFL students, perceptions, practices, artificial intelligence

Περίληψη

As artificial intelligence increasingly shapes education, its impact on language learning has become a critical area of study. This research examines English-major students’ perceptions and practices using Google Gemini to support argumentative essay writing in an EFL context. Eight dimensions of writing development were investigated: vocabulary, grammar, idea generation, organization, transitions, writing style, plagiarism management, and mechanics. A 92-item questionnaire assessed students’ perceptions and practices, supplemented by semi-structured interviews with 10 participants. One hundred students who completed the Reading–Writing B2.2 course took part. Findings show that students generally view Gemini as a valuable writing aid. However, perceived usefulness did not always translate into frequent use, and engagement varied across groups despite stable perceptions. The study highlights both the potential and limitations of AI-assisted writing instruction and offers practical implications for educators aiming to integrate AI responsibly and effectively to enhance academic writing skills.

Βιογραφικά Συγγραφέων

  • Nguyen Thi Ngoc Trinh, English Studies Program, Department of English Language and Culture, 2Senior English Lecturer, Can Tho University, Can Tho, Vietnam

    Miss Nguyen Thi Ngoc Trinh is currently a senior in the English Studies program, School of Foreign Languages, Can Tho University (CTU), Vietnam, and will graduate from CTU in 2025. She is interested in researching integrating technology into language learning, intercultural communication, EFL learning, and teaching at any level. She can be reached at trinhb2205525@student.ctu.edu.vn

  • Thai Cong Dan, School of Foreign Languages, Can Tho University, Can Tho, Vietnam

    Dr. Thai Cong Dan is a Senior Lecturer of English at the School of Foreign Languages, Can Tho University (CTU), Vietnam, and also serves as a project manager. He earned his PhD in Educational Administration (English program) from Naresuan University, Thailand, in 2010, and his MA in Cultural Aspects and Literature from the University of Notre Dame du Lac, Indiana, USA, in 1999. His research interests include TEFL/TESOL, intercultural communication, English teaching and learning at secondary and higher education levels, English program management, curriculum design, testing and evaluation, ESP for Tourism, Political Education, and Food Technology, as well as professional development and educational administration. He can be contacted at tcdan@ctu.edu.vn.

Αναφορές

Ahmadi, D. M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115–125. https://doi.org/10.29252/ijree.3.2.115

Akinwamide, T. K. (2012). The influence of process approach on English as a second language students’ performances in essay writing. English Language Teaching, 5(3), 16–29. https://doi.org/10.5539/elt.v5n3p16

Al-Kadi, A. (2025). Fostering a “Human with AI” approach for evaluating students’ writing in English. Studies in Linguistics, Culture, and FLT, 13(1), 140–159. https://doi.org/10.13140/RG.2.2.24560.16642

Al-Raimi, M., Mudhsh, B. A., Al-Yafaei, Y., & Al-Maashani, S. (2024). Utilizing AI tools for improving writing skills: EFL learners’ perspectives. Forum for Linguistic Studies, 6(2), 1177–1197. https://doi.org/10.59400/fls.v6i2.1177

AlSagri, H. S., Farhat, F., Sohail, S. S., & Saudagar, A. K. J. (2025). ChatGPT or Gemini: Who makes the better scientific writing assistant? Journal of Academic Ethics, 23(3), 1121–1135. https://doi.org/10.1007/s10805-024-09549-0

Ariyanti, A. (2016). Shaping students’ writing skills: The study of fundamental aspects in mastering academic writing. Indonesian Journal of EFL and Linguistics, 1(1), 63–77. https://doi.org/10.21462/ijefll.v1i1.5

Azmi, K., & Fithriani, R. (2025). Students’ perceptions of Gemini AI effectiveness in academic writing. IDEAS: Journal on English Language Teaching & Learning, Linguistics & Literature, 13(1). https://doi.org/10.24256/ideas.v13i1.6278

Baskara, F. R. (2023). Integrating ChatGPT into EFL writing instruction: Benefits and challenges. International Journal of Education and Learning, 5(1), 44–55. Retrieved from https://pubs2.ascee.org/index.php/ijele/article/view/858/0

Bibi, Z., & Atta, A. (2024). Students’ perceptions of AI writing assistants: A study of satisfaction and experience. Annals of Human and Social Sciences, 5(1), 433–443.

Cai, Y., Pan, Z., & Liu, M. (2022). Augmented reality and AI technologies in language learning: A meta-analysis. Journal of Computer Assisted Learning, 38(4), 929–945. https://doi.org/10.1111/jcal.12661

Campbell, Y. C., & Filimon, C. (2018). Supporting the argumentative writing of students in linguistically diverse classrooms: An action research study. RMLE Online, 41(1), 1–10. https://doi.org/10.1080/19404476.2017.1402408

Chundru, T., & Rajeswari, V. R. M. T. (2025). The impact of AI-driven debate arena as a writing assistant on tertiary students’ writing skills: Opportunities and challenges. Special Issue, 14(2).

Colaco, D. M., & Antao, D. (2025). Exploring self-learning efficacy: A comparative analysis of ChatGPT and Gemini. Interactive Technology and Smart Education 22(4). https://doi.org/10.1108/ITSE-12-2023-0251

Dang, T. H., Chau, T. H., & Tra, T. Q. (2020). A study on the difficulties in writing argumentative essays of English-majored sophomores at Tay Do University, Vietnam. European Journal of English Language Teaching, 6(1). https://doi.org/10.46827/ejel.v6i1.3389

Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies? Journal of Educational Psychology, 101(3), 577–589. https://doi.org/10.1037/a0014702

Fitria, T. N. (2025). Revolutionizing English learning with AI: Insights from ChatGPT and Google Gemini. International Journal of Computer and Information System, 6(2), 77–91. Retrieved from https://discovery.researcher.life/article/revolutionizing-english-learning-with-ai-insights-from-chatgpt-and-google-gemini/0fd825a0243b3c958a6bfec53215ccaf

Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant’s impact on English language learners. Computers and Education: Artificial Intelligence, 3. https://doi.org/10.1016/j.caeai.2022.100055

Google for Education. (2024). Gemini for learning: AI support for students and teachers.

Google Research. (2024). Multimodal capabilities of Gemini models.

Guo, K., Li, Y., & Chu, S. K. W. (2024). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Education and Information Technologies, 29, 1–20. https://doi.org/10.1007/s10639-023-12230-5

Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54. https://doi.org/10.1016/j.asw.2022.100666

Hanura, H., & Widiarti, T. R. (2025). Investigating students’ perceptions of AI-powered language learning tools in academic writing. Global Synthesis in Education Journal, 3(2), 59–68. https://doi.org/10.61667/dmx3j235

Imran, M., & Almusharraf, N. (2024). Google Gemini as a next-generation AI educational tool: A review of emerging educational technology. Smart Learning Environments, 11(1), 22. https://doi.org/10.1186/s40561-024-00310-z

Kartika, S. (2025). The role of generative AI in automating English writing assessment: Benefits and challenges. LinguaEducare: Journal of English and Linguistic Studies, 2(1), 1–10. https://doi.org/10.63324/lec.2v.1i.63

Kasneci, E., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103. https://doi.org/10.1016/j.lindif.2023.102274

Khamis, N. Y. H., & Yusof, N. (2024). Artificial intelligence revolutionising writing assessments. International Journal of Language Education and Applied Linguistics, 14(2), 1–6. https://doi.org/10.15282/ijleal.v14i2.11444

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). ChatGPT for language teaching and learning. RELC Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868

Lang, G., Triantoro, T., & Sharp, J. H. (2024). Large language models as AI-powered educational assistants: Comparing GPT-4 and Gemini for writing teaching cases. Journal of Information Systems Education, 35(3), 390–407. https://doi.org/10.62273/YCIJ6454

LearnLM Team, Modi, A., Veerubhotla, A. S., Rysbek, A., Huber, A., Wiltshire, B., … & Assael, Y. (2024). LearnLM: Improving Gemini for learning. Retrieved from https://arxiv.org/abs/2412.16429

Lee, G. G., Latif, E., Shi, L., & Zhai, X. (2023). Gemini Pro defeated by GPT-4V: Evidence from education. Retrieved from https://arxiv.org/abs/2401.08660

Malik, A. R., Pratiwi, Y., Andajani, K., Numertayasa, I. W., Suharti, S., & Darwis, A. (2023). Exploring artificial intelligence in academic essays: Higher education students’ perspective. International Journal of Educational Research Open, 5. https://doi.org/10.1016/j.ijedro.2023.100296

Ng, M. L., Al Ghaithi, A., & Behforouz, B. (2025). The effect of Gemini on EFL learners’ writing skills and motivation. (Journal information forthcoming). https://doi.org/10.21203/rs.3.rs-6428474/v1

Nguyen, D. L., Le, P. T. T., & Le, T. T. (2025). Using Gemini for formative assessment in English academic writing: Critical insights into the AI tool’s efficacy. AsiaCALL Online Journal, 16(1), 328–343. https://doi.org/10.54855/acoj.2516117

Nugroho, A., Putro, N. H. P. S., & Syamsi, K. (2023). The potentials of AI for language learning: Unpacking its benefits and limitations. Register Journal, 16(2), 224–247. https://doi.org/10.18326/register.v16i2.224-247

Oğuz, E. (2025). Can generative AI figure out figurative language? The influence of idioms on essay scoring by ChatGPT, Gemini, and DeepSeek. Assessing Writing, 66. https://doi.org/10.1016/j.asw.2025.100981

Pikhart, M. (2020). Intelligent information processing for language education: The use of artificial intelligence in language learning apps. Procedia Computer Science, 176, 1412–1419. https://doi.org/10.1016/j.procs.2020.09.151

Pratama, R. D., Widiati, U., & Hakim, L. N. (2025). Effects of human–AI collaborative writing strategy on EFL students’ argumentative writing skills. Computer Assisted Language Learning, 1–32. https://doi.org/10.1080/09588221.2025.2503900

Sari, F. (2023). EFL students’ perceptions of using AI for writing tasks. LLT Journal: A Journal on Language and Language Teaching, 26(1). https://doi.org/10.47216/literacytrek.1669804

Shin, D., Kim, H., Lee, J. H., & Yang, H. (2021). Exploring the use of an artificial intelligence chatbot as second language conversation partners. Korean Journal of English Language and Linguistics, 21, 375–391. https://doi.org/10.15738/KJELL.21..202104.375

Song, C., & Song, Y. (2023). Enhancing academic writing skills and motivation: Assessing the efficacy of AI-assisted language learning for EFL students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1260843

Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with AI in argumentative writing classrooms. Assessing Writing, 57. https://doi.org/10.1016/j.asw.2023.100752

Wingate, U. (2012). “Argument!” Helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001

Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of AI tools for language learning tasks: Experience and perceptions. Languages, 8(3), 212. https://doi.org/10.3390/languages8030212

Zhu, W. (2001). Performing argumentative writing in English: Difficulties, processes, and strategies. TESL Canada Journal, 19(1), 34–50. https://doi.org/10.18806/tesl.v19i1.918

Λήψεις

Δημοσιευμένα

2025-12-13

Τεύχος

Τόμ. 10 Αρ. 3 (2025)

Ενότητα

Articles

Άδεια

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).