Abstract
The current study aimed to identify the challenges students encountered when using Gemini to learn English as a Foreign Language (EFL) and how successfully it motivates undergraduate students to learn the language in classroom settings. A pre-post quasi-experimental design was used, and data was gathered through an online questionnaire. One hundred fifty female EFL students participated. The results showed statistically significant differences, at the 0.05 significance level, between the study sample’s mean comments about how well Gemini as an AI tool motivates undergraduate students to learn EFL. The observed variations in the study significantly support the post-application stage. However, several challenges were identified in implementing Gemini in EFL, including repetitive words, limited vocabulary (62%), lengthy and non-concise answers (57.3%), uncertainty about information accuracy (49.3%), unclear question format comprehension (42%), and an abundance of similar information sources (39.3%). These findings call for further investigation to maximise Gemini’s potential and address both its promises and challenges, ultimately improving the EFL learning experience for all students.
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