EXPLORING EFL STUDENTS’ PERSPECTIVES ON INTEGRATING GEMINI AI CHATBOT’S IN ACADEMIC WRITING COURSES
Tập 135 Số 6B (2026), Journal of Social Sciences and Humanities
Tập 135 Số 6B (2026)

EXPLORING EFL STUDENTS’ PERSPECTIVES ON INTEGRATING GEMINI AI CHATBOT’S IN ACADEMIC WRITING COURSES

Journal of Social Sciences and Humanities
https://doi.org/10.26459/hueunijssh.v135i6B.7718
Đã xuất bản 2026-07-15
Thi Thanh Thao Tran
Hue University of Foreign Languages and International Studies
Thi Xuan Lien Cao
Hue University of Foreign Languages and International Studies
Van Huy Nguyen
Hue University of Foreign Languages and International Studies

Tóm tắt

This study investigates Vietnamese university students’ perceptions of the benefits and challenges associated with the use of the Gemini AI chatbot in EFL academic writing. The participants were 170 second-year English majors with intermediate English proficiency who took part in a 15-week blended instructional intervention. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and thematic analysis. The findings indicate that students perceived substantial benefits from Gemini, particularly in cognitive domains such as idea generation, essay organization, and vocabulary development, as well as in affective dimensions, including increased writing confidence and reduced anxiety. In addition, the chatbot’s ease of use and accessibility were rated highly, suggesting that its user-friendly interface facilitated engagement in the writing process. Nevertheless, several challenges emerged. AI-related issues included output that exceeded learners’ language proficiency levels, limited explanatory feedback, and occasional communication difficulties. Student-related challenges involved an over-reliance on the chatbot, diminished learner autonomy, and difficulties in critically evaluating AI-generated feedback. To mitigate these issues, the study recommends explicit instruction in effective prompt formulation, the adoption of blended feedback models that integrate AI-generated and teacher-provided feedback, and pedagogical activities designed to foster learner autonomy and critical engagement with AI support. Despite certain limitations—such as reliance on self-reported data and the absence of longitudinal analysis—this study underscores the potential of Gemini as a supportive tool in EFL academic writing instruction. Future research should examine its long-term effects, explore optimal combinations of AI and teacher feedback, and investigate the applicability of AI-assisted writing tools across diverse educational contexts.

https://doi.org/10.26459/hueunijssh.v135i6B.7718
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