The Effect of Gemini on EFL Learners' Writing Skills and Motivation

The present study is intended to assess the impact of Gemini on the writing abilities of English as a Foreign Language (EFL) learners and their motivation. 60 Omani learners were divided randomly into treatment and control groups, each with 30 learners. The two groups were given researcher-made writing pretests, posttests, delayed posttests, and an adapted version of motivation questionnaire to compare students' performance in both variables before and after the treatment in both groups. The instrument's reliability and validity were carefully tested and approved. Both groups got textual correction input from their teachers, but the treatment group had the opportunity to engage with Gemini to receive extra automated feedback for their work. The findings revealed that initially, the control group progressed from the pretest to the posttest of writing but dramatically decreased in the delayed postttest of writing; however, learners in the treatment group outperformed those in the control group on the writing posttest and delayed posttest. Furthermore, it was shown that learners' motivation level was higher than the control group's. The study's findings are valuable for educators, learners, and curriculum creators.