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ABSTRACT
The integration of generative artificial intelligence (AI) into higher education raises questions about how tools such as Gemini affect foreign language writing and learners’ autonomy. Recent work on AI assisted writing mainly discussed learners’ perceived advantages and disadvantages; however, little attention has been paid to the aligned and diverging views of students and lecturers on the pedagogical, ethical, and assessment implications of using Gemini in an EFL writing course. This study investigates the perceptions of lecturers and second-year English majors regarding the use of Gemini in Writing 2 at Quy Nhon University. Specifically, it examines students' perceived usefulness, perceived ease of use, attitudes, and behavioral intentions, and explores lecturers' perspectives on the benefits, risks, and regulatory needs associated with Gemini supported writing. A mixed methods design was adopted, combining survey data from 200 students and 5 lecturers with semi structured interviews with 10 participants. Quantitative data were analyzed through descriptive statistics, while qualitative data were examined using thematic analysis. The findings reveal that students generally hold favorable views of Gemini in Writing 2 and express a strong intention to continue using it. Lecturers likewise acknowledge Gemini as a valuable support tool, yet they raise concerns about overreliance and diminished independent thinking. The study argues that Gemini should be used selectively as a writing aid, with explicit guidance, training, and clear course policies to ensure responsible AI use and reflective, ethically informed writing practices.
Keywords: generative artificial intelligence (AI), Gemini, EFL writing, higher education, student perceptions, lecturer perspectives.
