Speaker
Description
While offering students formative feedback on their writing is an effective way to facilitate writing development, it remains one of the most labor-intensive tasks for language teachers. Recent advancements in generative artificial intelligence (GenAI) offer a promising solution. GenAI now can function as an automated writing evaluation tool capable of delivering high-quality formative support. Among these technologies, Google Gemini has emerged as a particularly accessible and effective assistant due to its integration into Google ecosystem and its user-friendly interface for non-expert users. That is why Google Gemini is chosen as the research object for this paper. This research aims to examine and assess the ability of Google Gemini to provide formative feedback on the writing of A2-level English language learners. Employing a quantitative approach, the study analyzes 60 samples of AI-generated feedback. The research procedure involves collecting student writing samples, developing targeted prompts, generating AI feedback, and evaluating the quality of the outputs. Preliminary results indicate that Google Gemini functions as a highly capable assistant when utilized with appropriate prompting strategies, offering significant implications for AI-assisted language learning and workload reduction for educators.
Biography
Ly Thanh Tu is an English Lecturer in the Department of Foreign Languages at Hanoi University of Civil Engineering (HUCE). After graduating with a Master’s degree from the University of Languages and International Studies, Vietnam National University, Hanoi (ULIS-VNU), my primary responsibility has been teaching English to non-English major undergraduate students. Alongside my teaching, I have dedicated significant time to researching English Linguistics and English Language Teaching (ELT) methodologies to best support my profession.
My research work typically focuses on practical solutions for effectively teaching English to A2-B1 level students, two of which have been published in the Journal of Educational Equipment. With nearly 20 years of experience teaching full-time undergraduate students, I consistently prioritize personalized learning pathways and the implementation of modern pedagogical approaches. Additionally, I continuously enhance my technological proficiency to keep pace with modern advancements. I look forward to connecting with like-minded colleagues to collaboratively develop sustainable educational projects.
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