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All Journal PROSIDING SEMINAR NASIONAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Visipena Journal of English Teaching, Applied Linguistics and Literatures (JETALL) English Language Teaching Educational Journal English Language in Focus (ELIF) PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Prosiding National Conference for Community Service Project Journal of English Teaching and Applied Linguistics (JETAL) JOLLT Journal of Languages and Language Teaching Journal of English Language and Education TARBAWY: Indonesian Journal of Islamic Education The Journal Of English Teaching For Young And Adult Learners
Prasodjo, Pandu
Universitas Internasional Batam
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : English Language Teaching Educational Journal

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Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Prasodjo, Pandu; Kweldju, Siusana; Mukminatien, Nur; Ivone, Francisca Maria; Purba, Hilarius Raditya Priambada
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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Abstract

This study examined the influence of Google Gemini, a generative artificial-intelligence (AI) tool, on the lexical appropriateness of Indonesian EFL students’ paragraph writing. Drawing on theories of lexical richness and appropriateness, the study employed an exploratory quasi-experimental design involving three writing conditions: a baseline task, an AI-assisted revision task, and a delayed post-test without AI support. Fourteen second-year English Language Teaching students (A2–B1 CEFR) participated in the study. Lexical appropriateness was measured using Type-Token Ratio (TTR) and Measure of Textual Lexical Diversity (MTLD), and the data were analyzed using repeated-measures ANOVA to examine differences across tasks. The results revealed no statistically significant differences in lexical diversity across the three conditions, suggesting that short-term interaction with Google Gemini did not lead to measurable improvement in lexical appropriateness. Qualitative observations further indicated that limited vocabulary depth and low metalinguistic awareness constrained students’ ability to evaluate and apply AI-generated lexical suggestions. These findings suggest that lexical appropriateness is reflective, and instruction-dependent process, and that AI tools such as Google Gemini function more as a potential scaffolding partner rather than autonomous enhancers of lexical development.
Co-Authors Arya Dita Bedrio, Muhammad Juliansyah Devinta Puspita Ratri Elvyra, Elvyra Febria, Desty Francisca Maria Ivone Frida Unsiah Glenn Ponto Isgandi, Yiyin Kesya Katrillah Marsevani, Maya Nova Natasha Nur Mukminatien Prasetyo, Aditya Pandu Pratiwi, Theodesia Lady Purba, Hilarius Raditya Priambada Rizki Dila Wahidah Sabarina Moksin Sally Sally Serina Serina Siusana Kweldju Suksawai, Pawinee Teresia Armeta Herman Tirani Apriyana Togatorop, Sarah Ayuandri Zaki , Leil Badrah Zaki, Leil Badrah