Developing English Writing Skills: The Role of Gemini as a Learning Assistant
(An action research)
Keywords:
English Writing Skills, Action Research, Google Gemini
Abstract
The current study examined the multimodal artificial intelligence tool (Google Gemini) as one of the latest tools based on Large Language Models (LLM) capable of performing multiple tasks simultaneously. Gemini has revolutionized the way information is accessed and interacted with by providing more accurate and context-aware responses, along with ease of use and effectiveness, as noted by the Gemini Team (2023). The study aimed to assess the effectiveness of )Google Gemini( in enhancing English writing skills among second-year secondary school female students. The research was conducted over several cycles using the Action Research methodology, where students collaborated in groups to generate ideas for assigned writing tasks using the tool. These ideas were then utilized to compose sentences and apply the targeted writing skills. Data were collected using an English writing skills scale and a focus group interview, enabling the evaluation of students' writing skills development and their perceptions after using the tool. The findings, following the evaluation of student performance in the third cycle, demonstrated improvement in English writing skills and progress in using the program to effectively rephrase ideas. Additionally, students showed positive attitudes toward the experience and the tool.
References
1. إبراهيم، حمادة. (1987). الاتجاهات المعاصرة في تدريس اللغة العربية واللغات الحية الأخرى لغير الناطقين بها. القاهرة: دار الفكر.
2. بلخي، نسرين حيدر محسن. وباوزير، وزيرة سعيد. (2022). فاعلية برنامج قائم على التعلم الذاتي في تطوير مهارة الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الأول ثانوي مسارات. المجلة الدولية للعلوم التربوية والنفسية، 71(2). https://ijeps.journals.ekb.eg/article_244457.html
3. بن عجلان، رهف فهد، والحربي، مها محمد. (2023). أثر استخدام تطبيقات الجيل الثاني للويب "تطبيق Grammarly" على تنمية مهارات الكتابة باللغة الإنجليزية لدى طالبات الصف الأول الثانوي واتجاهاتهن نحوها. مجلة جامعة الملك خالد للعلوم التربوية، 10(2)، 244 - 268. مسترجع من http://search.mandumah.com/Record/1390651
4. خلوصي، سلاف عبد الرحيم. (2023). درجة امتلاك مدرسي التعليم الثانوي لمهارات استخدام التكنولوجيا في التعليم من وجهة نظرهم (دراسة ميدانية في مدارس مدينة اللاذقية). مجلة جامعة البعث-سلسلة العلوم التربوية، 45(23).
5. الخليفة، هند بنت سليمان. (2023). مقدمة في الذكاء الاصطناعي التوليدي. كتاب إلكتروني https://www.researchgate.net/publication/371790205_mqdmt_fy_aldhka_alastnay_altwlydy
6. خليل، إسراء عبد المجيد، عبد الحق، إيمان محمد، ومرزوق، أمينة أحمد. (2022). تطبيق استراتيجية العصف الذهني الإلكتروني وتنمية مهارات الكتابة باللغة الإنجليزية لدى الطلاب المعلمين. مجلة دراسات وبحوث التربية النوعية،8 (3)، 1049- .10757 http://search.mandumah.com.sdl.idm.oclc.org/Record/14624
7. عبد الباري، ماهر شعبان. (2010). الكتابة الوظيفية والإبداعية. ط1. دار المسيرة للطباعة والنشر.
8. عبد الكريم، نادية محمد نزيه والزعبي، عبد الله سالم عبد الله. (2023). فاعلية برنامج تدريبي تفاعلي مستند إلى استراتيجيات التعلم النشط في تنمية مهارات دمج التكنولوجيا في التعليم لدى معلمات المرحلة الأساسية. مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع، (95)، 89-101.
9. الغامدي، عبد الله صالح سعيد. (2024). النظرية الموحدة لقبول واستخدام التكنولوجيا في مؤسسات التعليم قبل الجامعي في المملكة العربية السعودية. المجلة العربية للعلوم التربوية والنفسية، 8(38)، 787-812.
10. مدكور، على أحمد. (1999). تدريس فنون اللغة العربية. ط2. الكويت: مكتبة الفلاح.
11. نجم الدين، مبارك حسين. وعثمان، حربية محمد أحمد. (2013). مهارات الكتابة وتطبيقاتها. مجلة العلوم والبحوث الإسلامية: جامعة السودان للعلوم والتكنولوجيا – معهد العلوم والبحوث الإسلامية،6، 1- 20.
http://search.mandumah.com.sdl.idm.oclc.org/Record/641223
12. Ali, A. H., Alajanbi, M., Yaseen, M. G., & Abed, S. A. (2023). Chatgpt4, DALL• E, Bard, Claude, BERT: Open Possibilities. Babylonian Journal of Machine Learning, 2023, 17–18.
13. Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via Chabot: A case study from a self-determination theory perspective. Computers and Education: Artificial Intelligence, 100148.
14. Atkinson, D. (2018). Theory in Second Language Writing. The TESOL Encyclopedia of English Language Teaching, (September), 2–6.
15. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In I. K. W. Spence, & J. T. Spence (Eds.), The psychology of learning and motivation: II. Academic Press. https://doi.org/10.1016/S0079-7421(08)604223.
16. Barrett, A., & Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. 10.1186/s41239-023-00427-0
17. Braun, V., & Clarke, V. (2024). Supporting best practice in reflexive thematic analysis reporting in Palliative Medicine: A review of published research and introduction to the Reflexive Thematic Analysis Reporting Guidelines (RTARG). Palliative Medicine, 38(6), 608-616.
18. Bruner, J. (1996). The culture of education. Harvard University Press.
19. Coles, G. (2023). Google DeepMind Gemini AI release date: The world’s new most powerful language model. PCguide.com. Retrieved December 25, 2023, from https://www.pcguide.com/apps/google-deepmind-gemini-release-date/
20. Collins J. J. (1992). Developing Writing and Thinking Skills across the Curriculum: A Practical Program for Schools. The Network, Inc.
21. Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 1–22. https:// doi. org/ 10. 1186/ s41239- 023- 00392-8
22. Don, Y. (2021). Automated writing evaluation for ESL learners: A case study of Pigai system. The Journalof Asia TEFL, 18(3), 949–958. DOI: https://doi.org/10.18823/asiatefl.2021.18.3.14.949
23. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of Generative AI: Implications for educational practice and research. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2195846
24. Fryer, L., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. http://hdl. handle. net/ 10125/ 44719
25. Gemini Team, Google. (2023). Gemini: A family of highly capable multimodal models. Cornell University. Arxiv. https://arxiv.org/abs/2312.11805
26. Han, J., Yoo, H., Kim, Y., Myung, J., Kim, M., Lim, H., ... & Oh, A. (2023). RECIPE: How to Integrate ChatGPT into EFL Writing Education. arXiv preprint arXiv:2305.11583.
27. Haristiani, N., & Rifai, M. M. (2021). Chatbot-based application development and implementation as an autonomous language learning medium. Indonesian Journal of Science and Technology, 6(3), 561–576. https:// doi. org/ 10. 17509/ ijost. v6i3. 39150
28. Hibert, A. I. (2019). Systematic literature review of automated writing evaluation as a formativelearning tool. In: Transforming Learning with Meaningful Technologies: 14th European Conferenceon Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019 Proceedings, 14, 199–212. DOI: https://doi.org/10.1007/978-3-030-29736-7_15
29. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
30. Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https:// doi. org/ 10. 1111/ jcal.12610
31. Imran, M., & Almusharraf, N. (2023a). Review of Teaching innovation in university education: Case studies and main practices. The Social Science Journal. https://doi.org/10.1080/03623319.2023.2201973
32. Imran, M., & Almusharraf, N. (2023b). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), 464
33. Imran, M., Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: a review of emerging educational technology. Smart Learn. Environ. 11(22). https://doi.org/10.1186/s40561-024-00310-z
34. Kemmis, S &McTaggart, R. (1988) The Action Research Planner (3rd edition). Victoria: Deakin University Press.
35. McCarthty, J. (2007). What is artificial intelligence? Retrieved from http:// www- formal. stanf ord. edu/ jmc/ whati sai. Html
36. Nick, R. (2023, Feb 6). What is generative AI? An AI explains. World Economic Forum. https://www.weforum.org/agenda/2023/02/generative-ai-explain-algorithms-work/
37. Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructionalcontexts: A mixed- methods study. Journal of Writing Research, 12(1), 63–108. DOI: https://doi.org/10.17239/jowr-2020.12.01.04
38. Perera, P., & Lankathilaka, M. (2023). Preparing to revolutionize education with the multi-model GenAI tool Google Gemini? A journey towards efective policy making. Journal of Advances in Education and Philosophy, 7(8), 246–253.
39. Portakal, E. (2023). Google’s Gemini AI review. Textcortex.com. Retrieved December 23, 2023, from https://textcortex.com/post/gemini-ai-review
40. Saeidnia, H. R. (2023). Welcome to the Gemini era: Google DeepMind and the information industry. Library Hi Tech News. https://doi.org/10.1108/LHTN-12-2023-0214
41. Saldana, J. (2016). The coding manual for qualitative researchers. Sage.
42. Schmohl, T., Watanabe, A., Fröhlich, N., & Herzberg, D. (2020). How Artificial Intelligence can improve the Academic Writing of Students. In Conference Proceedings. The Future of Education 2020. https://conference.pixel-online.net/files/foe/ed0010/FP/6789-GAME4769-FP-FOE10.pdf
43. Shidiq, M. (2023, May). The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills. In Proceeding of international conference on education, society and humanity (Vol. 1, No. 1, pp. 353-357).
44. Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe and trustworthy. International Journal of Human- Computer Interaction, 36(6), 495–504. https://www.tandfonline.com/doi/citedby/10.1080/10447318.2020.1741118?scroll=top&needAccess=true
45. Simon, H. A. (1978). Information-processing theory of human problem solving. Handbook of learning and cognitive processes, 5.
46. Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. DOI: https://doi.org/10.1016/j.compedu.2018.12.005
47. Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256.
48. Tiwari, C. K., Bhat, M. A., Khan, S. T., Subramaniam, R., & Khan, M. A. I. (2023). What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT. Interactive Technology and Smart Education.
49. Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning. https:// doi. org/ 10. 1515/ jccall- 2023- 0008
50. Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Harvard University Press
51. Walczak, K., & Cellary, W. (2023). Challenges for higher education in the era of widespread access to Generative AI. Economics and Business Review, 9(2), 71–100. https://doi.org/10.18559/ebr.2023.2.743
52. Wang, H., & Dang, A. (2024). Enhancing L2 Writing with Generative AI: A Systematic Review of Pedagogical Integration and Outcomes. Preprint DOI: http://dx. doi. org/10.13140/RG, 2(19572.16005).
53. Zouhaier, S. (2023). The Impact of Artificial Intelligence on Higher Education: An Empirical Study. European Journal of Educational Sciences, 10(1), 17-33.
54. Zulfa, S., Dewi, R. S., Hidayat, D. N., Hamid, F., & Defianty, M. (2023). The Use of AI and Technology Tools in Developing Students’ English Academic Writing Skills. International Conference on Education, 47–63. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1811
2. بلخي، نسرين حيدر محسن. وباوزير، وزيرة سعيد. (2022). فاعلية برنامج قائم على التعلم الذاتي في تطوير مهارة الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الأول ثانوي مسارات. المجلة الدولية للعلوم التربوية والنفسية، 71(2). https://ijeps.journals.ekb.eg/article_244457.html
3. بن عجلان، رهف فهد، والحربي، مها محمد. (2023). أثر استخدام تطبيقات الجيل الثاني للويب "تطبيق Grammarly" على تنمية مهارات الكتابة باللغة الإنجليزية لدى طالبات الصف الأول الثانوي واتجاهاتهن نحوها. مجلة جامعة الملك خالد للعلوم التربوية، 10(2)، 244 - 268. مسترجع من http://search.mandumah.com/Record/1390651
4. خلوصي، سلاف عبد الرحيم. (2023). درجة امتلاك مدرسي التعليم الثانوي لمهارات استخدام التكنولوجيا في التعليم من وجهة نظرهم (دراسة ميدانية في مدارس مدينة اللاذقية). مجلة جامعة البعث-سلسلة العلوم التربوية، 45(23).
5. الخليفة، هند بنت سليمان. (2023). مقدمة في الذكاء الاصطناعي التوليدي. كتاب إلكتروني https://www.researchgate.net/publication/371790205_mqdmt_fy_aldhka_alastnay_altwlydy
6. خليل، إسراء عبد المجيد، عبد الحق، إيمان محمد، ومرزوق، أمينة أحمد. (2022). تطبيق استراتيجية العصف الذهني الإلكتروني وتنمية مهارات الكتابة باللغة الإنجليزية لدى الطلاب المعلمين. مجلة دراسات وبحوث التربية النوعية،8 (3)، 1049- .10757 http://search.mandumah.com.sdl.idm.oclc.org/Record/14624
7. عبد الباري، ماهر شعبان. (2010). الكتابة الوظيفية والإبداعية. ط1. دار المسيرة للطباعة والنشر.
8. عبد الكريم، نادية محمد نزيه والزعبي، عبد الله سالم عبد الله. (2023). فاعلية برنامج تدريبي تفاعلي مستند إلى استراتيجيات التعلم النشط في تنمية مهارات دمج التكنولوجيا في التعليم لدى معلمات المرحلة الأساسية. مجلة الفنون والأدب وعلوم الإنسانيات والاجتماع، (95)، 89-101.
9. الغامدي، عبد الله صالح سعيد. (2024). النظرية الموحدة لقبول واستخدام التكنولوجيا في مؤسسات التعليم قبل الجامعي في المملكة العربية السعودية. المجلة العربية للعلوم التربوية والنفسية، 8(38)، 787-812.
10. مدكور، على أحمد. (1999). تدريس فنون اللغة العربية. ط2. الكويت: مكتبة الفلاح.
11. نجم الدين، مبارك حسين. وعثمان، حربية محمد أحمد. (2013). مهارات الكتابة وتطبيقاتها. مجلة العلوم والبحوث الإسلامية: جامعة السودان للعلوم والتكنولوجيا – معهد العلوم والبحوث الإسلامية،6، 1- 20.
http://search.mandumah.com.sdl.idm.oclc.org/Record/641223
12. Ali, A. H., Alajanbi, M., Yaseen, M. G., & Abed, S. A. (2023). Chatgpt4, DALL• E, Bard, Claude, BERT: Open Possibilities. Babylonian Journal of Machine Learning, 2023, 17–18.
13. Annamalai, N., Eltahir, M. E., Zyoud, S. H., Soundrarajan, D., Zakarneh, B., & Al Salhi, N. R. (2023). Exploring English language learning via Chabot: A case study from a self-determination theory perspective. Computers and Education: Artificial Intelligence, 100148.
14. Atkinson, D. (2018). Theory in Second Language Writing. The TESOL Encyclopedia of English Language Teaching, (September), 2–6.
15. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In I. K. W. Spence, & J. T. Spence (Eds.), The psychology of learning and motivation: II. Academic Press. https://doi.org/10.1016/S0079-7421(08)604223.
16. Barrett, A., & Pack, A. (2023). Not quite eye to A.I.: Student and teacher perspectives on the use of generative artificial intelligence in the writing process. International Journal of Educational Technology in Higher Education, 20(1), 59. 10.1186/s41239-023-00427-0
17. Braun, V., & Clarke, V. (2024). Supporting best practice in reflexive thematic analysis reporting in Palliative Medicine: A review of published research and introduction to the Reflexive Thematic Analysis Reporting Guidelines (RTARG). Palliative Medicine, 38(6), 608-616.
18. Bruner, J. (1996). The culture of education. Harvard University Press.
19. Coles, G. (2023). Google DeepMind Gemini AI release date: The world’s new most powerful language model. PCguide.com. Retrieved December 25, 2023, from https://www.pcguide.com/apps/google-deepmind-gemini-release-date/
20. Collins J. J. (1992). Developing Writing and Thinking Skills across the Curriculum: A Practical Program for Schools. The Network, Inc.
21. Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, 1–22. https:// doi. org/ 10. 1186/ s41239- 023- 00392-8
22. Don, Y. (2021). Automated writing evaluation for ESL learners: A case study of Pigai system. The Journalof Asia TEFL, 18(3), 949–958. DOI: https://doi.org/10.18823/asiatefl.2021.18.3.14.949
23. Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2023). A SWOT analysis of Generative AI: Implications for educational practice and research. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2023.2195846
24. Fryer, L., Coniam, D., Carpenter, R., & Lăpușneanu, D. (2020). Bots for language learning now: Current and future directions. http://hdl. handle. net/ 10125/ 44719
25. Gemini Team, Google. (2023). Gemini: A family of highly capable multimodal models. Cornell University. Arxiv. https://arxiv.org/abs/2312.11805
26. Han, J., Yoo, H., Kim, Y., Myung, J., Kim, M., Lim, H., ... & Oh, A. (2023). RECIPE: How to Integrate ChatGPT into EFL Writing Education. arXiv preprint arXiv:2305.11583.
27. Haristiani, N., & Rifai, M. M. (2021). Chatbot-based application development and implementation as an autonomous language learning medium. Indonesian Journal of Science and Technology, 6(3), 561–576. https:// doi. org/ 10. 17509/ ijost. v6i3. 39150
28. Hibert, A. I. (2019). Systematic literature review of automated writing evaluation as a formativelearning tool. In: Transforming Learning with Meaningful Technologies: 14th European Conferenceon Technology Enhanced Learning, EC-TEL 2019, Delft, The Netherlands, September 16–19, 2019 Proceedings, 14, 199–212. DOI: https://doi.org/10.1007/978-3-030-29736-7_15
29. Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
30. Huang, W., Hew, K. F., & Fryer, L. K. (2021). Chatbots for language learning—Are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https:// doi. org/ 10. 1111/ jcal.12610
31. Imran, M., & Almusharraf, N. (2023a). Review of Teaching innovation in university education: Case studies and main practices. The Social Science Journal. https://doi.org/10.1080/03623319.2023.2201973
32. Imran, M., & Almusharraf, N. (2023b). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4), 464
33. Imran, M., Almusharraf, N. (2024). Google Gemini as a next generation AI educational tool: a review of emerging educational technology. Smart Learn. Environ. 11(22). https://doi.org/10.1186/s40561-024-00310-z
34. Kemmis, S &McTaggart, R. (1988) The Action Research Planner (3rd edition). Victoria: Deakin University Press.
35. McCarthty, J. (2007). What is artificial intelligence? Retrieved from http:// www- formal. stanf ord. edu/ jmc/ whati sai. Html
36. Nick, R. (2023, Feb 6). What is generative AI? An AI explains. World Economic Forum. https://www.weforum.org/agenda/2023/02/generative-ai-explain-algorithms-work/
37. Palermo, C., & Wilson, J. (2020). Implementing automated writing evaluation in different instructionalcontexts: A mixed- methods study. Journal of Writing Research, 12(1), 63–108. DOI: https://doi.org/10.17239/jowr-2020.12.01.04
38. Perera, P., & Lankathilaka, M. (2023). Preparing to revolutionize education with the multi-model GenAI tool Google Gemini? A journey towards efective policy making. Journal of Advances in Education and Philosophy, 7(8), 246–253.
39. Portakal, E. (2023). Google’s Gemini AI review. Textcortex.com. Retrieved December 23, 2023, from https://textcortex.com/post/gemini-ai-review
40. Saeidnia, H. R. (2023). Welcome to the Gemini era: Google DeepMind and the information industry. Library Hi Tech News. https://doi.org/10.1108/LHTN-12-2023-0214
41. Saldana, J. (2016). The coding manual for qualitative researchers. Sage.
42. Schmohl, T., Watanabe, A., Fröhlich, N., & Herzberg, D. (2020). How Artificial Intelligence can improve the Academic Writing of Students. In Conference Proceedings. The Future of Education 2020. https://conference.pixel-online.net/files/foe/ed0010/FP/6789-GAME4769-FP-FOE10.pdf
43. Shidiq, M. (2023, May). The use of artificial intelligence-based chat-gpt and its challenges for the world of education; from the viewpoint of the development of creative writing skills. In Proceeding of international conference on education, society and humanity (Vol. 1, No. 1, pp. 353-357).
44. Shneiderman, B. (2020). Human-centered artificial intelligence: Reliable, safe and trustworthy. International Journal of Human- Computer Interaction, 36(6), 495–504. https://www.tandfonline.com/doi/citedby/10.1080/10447318.2020.1741118?scroll=top&needAccess=true
45. Simon, H. A. (1978). Information-processing theory of human problem solving. Handbook of learning and cognitive processes, 5.
46. Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33–48. DOI: https://doi.org/10.1016/j.compedu.2018.12.005
47. Sumakul, D. T. Y., Hamied, F. A., & Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe?. LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256.
48. Tiwari, C. K., Bhat, M. A., Khan, S. T., Subramaniam, R., & Khan, M. A. I. (2023). What drives students toward ChatGPT? An investigation of the factors influencing adoption and usage of ChatGPT. Interactive Technology and Smart Education.
49. Tseng, W., & Warschauer, M. (2023). AI-writing tools in education: If you can’t beat them, join them. Journal of China Computer-Assisted Language Learning. https:// doi. org/ 10. 1515/ jccall- 2023- 0008
50. Vygotsky, L. S. (1978). Mind in society: The development of higher mental process. Harvard University Press
51. Walczak, K., & Cellary, W. (2023). Challenges for higher education in the era of widespread access to Generative AI. Economics and Business Review, 9(2), 71–100. https://doi.org/10.18559/ebr.2023.2.743
52. Wang, H., & Dang, A. (2024). Enhancing L2 Writing with Generative AI: A Systematic Review of Pedagogical Integration and Outcomes. Preprint DOI: http://dx. doi. org/10.13140/RG, 2(19572.16005).
53. Zouhaier, S. (2023). The Impact of Artificial Intelligence on Higher Education: An Empirical Study. European Journal of Educational Sciences, 10(1), 17-33.
54. Zulfa, S., Dewi, R. S., Hidayat, D. N., Hamid, F., & Defianty, M. (2023). The Use of AI and Technology Tools in Developing Students’ English Academic Writing Skills. International Conference on Education, 47–63. https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/proceedings/article/view/1811
Published
2024-12-14
How to Cite
Ibtehal Asad Kashmeeri, Ameena Amer Alshehri, & Alia Abdullah Aljindi. (2024). Developing English Writing Skills: The Role of Gemini as a Learning Assistant: (An action research). Journal of Arts, Literature, Humanities and Social Sciences, (115), 145-164. https://doi.org/10.33193/JALHSS.115.2024.1297
Issue
Section
المقالات
Copyright (c) 2024 ابتهال أسعد كشميري , أمينة عامر الشهري , أ.د. علياء عبد الله الجندي
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
