USING GEMINI AI FOR ESL WRITING FEEDBACK AMONG FORM 4 STUDENTS
DOI:
https://doi.org/10.55197/qjssh.v7i2.1141Keywords:
Gemini AI, ESL writing, feedback, secondary students, perceptionAbstract
This study explores the use of Gemini AI as a feedback tool to improve the writing skills of ESL Form 4 students at SMK Penambang. It focuses on four key aspects of writing: content, communicative achievement, organisation, and language. A quasi-experimental approach was used, where students received feedback from both Gemini and their teacher. Data were collected through pre- and post-writing tasks, as well as a questionnaire to understand students’ perceptions of the tool. The findings show that Gemini feedback helped improve students’ writing, especially in terms of organisation and language accuracy. Many students also found the feedback clear, immediate, and helpful for revising their work, which increased their motivation and confidence in writing. However, some limitations were noted, such as occasional inaccuracies in the feedback and the need for teacher support to guide students. Overall, the study suggests that Gemini AI can be a useful additional tool in ESL classrooms, supporting both students’ writing development and their engagement in the learning process.
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