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

Nguyen Thi Ngoc Trinh, Thai Cong Dan

Abstract


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.

 

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Keywords


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

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References


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DOI: http://dx.doi.org/10.46827/ejae.v10i3.6428

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