I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.34
https://doi.org/10.63636/rciid.v5i1.59
The Effectiveness of Using Google Gemini App with the
Computer-Assisted Language Learning (CALL) Method in
Enhancing Critical Thinking in the Development of Narrative
Essays in Eighth Grade Students from Colegio Redentorista San
Alfonso, El Brasil, Alajuela, During the Third Quarter 2025
Efectividad del uso de la aplicación Google Gemini con el método de aprendizaje de idiomas
asistido por computadora (CALL) en el desarrollo del pensamiento crítico en ensayos
narrativos en estudiantes de octavo grado del Colegio Redentorista San Alfonso, El Brasil,
Alajuela, durante el tercer cuatrimestre del año 2025
Daniela Castro Vargas
daniela.castrov@uhispano.ac.cr
https://orcid.org/0009-0001-1461-0526
Universidad Hispanoamericana
Costa Rica
Artículo recibido: 10 marzo 2026-Aceptado para publicación: 23 abril 2026
Conflictos de intereses: Ninguno que declarar
ABSTRACT
This research studies the effectiveness of implementing the Computer-Assisted Language Learning
(CALL) method with the Google Gemini platform to improve critical thinking in narrative essay writing
among eighth-grade students at the Redemptorist School of San Alfonso (CORSA) in Alajuela, El Brasil,
during the third quarter of 2025. The study involved two eighth-grade sections, with approximately 35
students per section, and included tests to assess students' prior knowledge, questionnaires, and the
writing of narrative essays. Checklists were also used during the implementation of the tools to measure
student participation and engagement. Following implementation, subsequent tests showed an
improvement of approximately 70% in participants achieving the objective. The results demonstrate that
Google Gemini, as a CALL tool, improves critical thinking in students' writing skills, promotes the
generation of coherent ideas, and facilitates grammatical correction and essay structure. The research
highlights the importance of interactive learning for improving writing, as it is often a crucial skill, but
the way it is taught and improved is rarely modernized. Recommendations include motivating students
and seeking strategies that encourage their participation and meet their individual and group needs.
Keywords: artificial intelligence (AI), computer-assisted language learning (CALL), critical thinking
development, english as a second language (ESL/EFL), narrative essays
RESUMEN
Esta investigación estudia la efectividad de la implementación del método de Aprendizaje de Idiomas
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.35
Asistido por Computadora (CALL) con la plataforma Google Gemini para mejorar el pensamiento
crítico en el desarrollo de ensayos narrativos en estudiantes de octavo grado del Colegio Redentorista
San Alfonso (CORSA) en Alajuela, El Brasil, durante el tercer trimestre de 2025. El estudio contó con
dos secciones de octavo grado, con alrededor de 35 estudiantes por sección, que incluyeron pruebas para
determinar el conocimiento de los estudiantes, cuestionarios y la elaboración de ensayos narrativos.
También se utilizaron listas de verificación al implementar las herramientas para medir la participación
y el compromiso estudiantil. Tras la implementación, las pruebas posteriores mostraron una mejora de
alrededor del 70 % en el logro del objetivo por parte de los participantes. Los resultados obtenidos
demuestran que Google Gemini, como herramienta CALL, mejora el pensamiento crítico en las
habilidades de escritura de los estudiantes, promueve la generación de ideas coherentes y facilita la
corrección gramatical y la estructura de los ensayos. La investigación destaca la importancia del
aprendizaje interactivo para mejorar la escritura, ya que a menudo es una habilidad crucial, pero la forma
en que se enseña y mejora, rara vez se moderniza. Las recomendaciones incluyen motivar a los
estudiantes, buscar estrategias que fomenten su participación y puedan satisfacer sus necesidades
individuales y grupales.
Palabras clave: inteligencia artificial (IA), aprendizaje de idiomas asistido por computadora (CALL),
desarrollo del pensamiento crítico, inglés como segunda lengua (ESL/EFL), ensayos narrativos
Correspondencia: daniela.castrov@uhispano.ac.cr
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.35
Asistido por Computadora (CALL) con la plataforma Google Gemini para mejorar el pensamiento
crítico en el desarrollo de ensayos narrativos en estudiantes de octavo grado del Colegio Redentorista
San Alfonso (CORSA) en Alajuela, El Brasil, durante el tercer trimestre de 2025. El estudio contó con
dos secciones de octavo grado, con alrededor de 35 estudiantes por sección, que incluyeron pruebas para
determinar el conocimiento de los estudiantes, cuestionarios y la elaboración de ensayos narrativos.
También se utilizaron listas de verificación al implementar las herramientas para medir la participación
y el compromiso estudiantil. Tras la implementación, las pruebas posteriores mostraron una mejora de
alrededor del 70 % en el logro del objetivo por parte de los participantes. Los resultados obtenidos
demuestran que Google Gemini, como herramienta CALL, mejora el pensamiento crítico en las
habilidades de escritura de los estudiantes, promueve la generación de ideas coherentes y facilita la
corrección gramatical y la estructura de los ensayos. La investigación destaca la importancia del
aprendizaje interactivo para mejorar la escritura, ya que a menudo es una habilidad crucial, pero la forma
en que se enseña y mejora, rara vez se moderniza. Las recomendaciones incluyen motivar a los
estudiantes, buscar estrategias que fomenten su participación y puedan satisfacer sus necesidades
individuales y grupales.
Palabras clave: inteligencia artificial (IA), aprendizaje de idiomas asistido por computadora (CALL),
desarrollo del pensamiento crítico, inglés como segunda lengua (ESL/EFL), ensayos narrativos
Correspondencia: daniela.castrov@uhispano.ac.cr
Conflictos de Interés: Ninguna que declarar
Todo el contenido de I+D Internacional - Revista Científica y Académica, publicados en este sitio están disponibles bajo
Licencia Creative Commons
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.36
INTRODUCTION
For this research, we will analyze one of the main problems students have with the ability to write when
they try to learn a second language. This research is going to analyze the use of the computer-assisted
language learning approach with the Google Gemini AI digital platform to improve critical thinking in
writing skills, including the generation of ideas, correction of sentences like grammar, and coherence in
students from the Colegio Redentorista San Alfonso in Brazil, Alajuela, Costa Rica. This study aims to
investigate whether the Artificial Intelligence platform is truly effective in improving eight-grade
students' writing skills, focusing specifically on their ability to correctly use the platform and be able to
improve the writing skills with the development of narrative essays.
One of the main challenges students face when struggling with writing development is generating new
ideas; they do not develop critical thinking. Often what students write does not make much sense as they
tend to repeat ideas and often use the strategy of translating from Spanish to English to write. Despite
this, students show weaknesses when it comes to expressing themselves in a second language. According
to ELbashir, B. (2023) "For several reasons, a foreign or second language program should include
writing instruction. Writing, for instance, encourages learning. It allows students to use the language
creatively and extend what they have already learned" (p. 53). In their writing skills, there are very
common errors among students, such as grammatical errors, lack of coherence, and errors in sentence
structures, students have a hard time writing big ideas and some lack important vocabulary. Writing is a
key skill in the acquisition of a second language. This is one of the most fundamental points of this
research since its main objective is to explain and experience the critical thinking of students when
developing essays with the use of artificial intelligence.
Molina, L. (2024) conducted an analysis of using a digital tool with the CALL approach. In this research,
the author questions the effectiveness of using the computer-assisted language learning (CALL) method
with the digital platform Nearpod to see if it can improve students' knowledge. Molina, L. (2024)
mentions "Computer Assisted Language Learning is a multifaceted teaching approach that has evolved
significantly over decades, benefiting from diverse pedagogical approaches and technological
innovations" (p. 14). Following this type of study Gutiérrez, A. (2024) validates the effectiveness of
using ProWritingAid AI Software to develop coherence of ideas in writing. Gutiérrez, A. (2024)
mentions, "The integration of AI in secondary education can provide the students with a positive and
beneficial environment if it is used correctly". (p.50). In addition, Acevedo, P. (2023) developed a
research focus on specific areas of English teaching by combining grammar skills to achieve a better
cognitive process with the development of applications and the use of mobile phones. With this research,
we hope to demonstrate that different technological tools can be integrated into classes. In this case, we
are specifically going to evaluate the Google Gemini tool, specifically the free plan, which is accessible
to students, who are acquiring English as a second language.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.36
INTRODUCTION
For this research, we will analyze one of the main problems students have with the ability to write when
they try to learn a second language. This research is going to analyze the use of the computer-assisted
language learning approach with the Google Gemini AI digital platform to improve critical thinking in
writing skills, including the generation of ideas, correction of sentences like grammar, and coherence in
students from the Colegio Redentorista San Alfonso in Brazil, Alajuela, Costa Rica. This study aims to
investigate whether the Artificial Intelligence platform is truly effective in improving eight-grade
students' writing skills, focusing specifically on their ability to correctly use the platform and be able to
improve the writing skills with the development of narrative essays.
One of the main challenges students face when struggling with writing development is generating new
ideas; they do not develop critical thinking. Often what students write does not make much sense as they
tend to repeat ideas and often use the strategy of translating from Spanish to English to write. Despite
this, students show weaknesses when it comes to expressing themselves in a second language. According
to ELbashir, B. (2023) "For several reasons, a foreign or second language program should include
writing instruction. Writing, for instance, encourages learning. It allows students to use the language
creatively and extend what they have already learned" (p. 53). In their writing skills, there are very
common errors among students, such as grammatical errors, lack of coherence, and errors in sentence
structures, students have a hard time writing big ideas and some lack important vocabulary. Writing is a
key skill in the acquisition of a second language. This is one of the most fundamental points of this
research since its main objective is to explain and experience the critical thinking of students when
developing essays with the use of artificial intelligence.
Molina, L. (2024) conducted an analysis of using a digital tool with the CALL approach. In this research,
the author questions the effectiveness of using the computer-assisted language learning (CALL) method
with the digital platform Nearpod to see if it can improve students' knowledge. Molina, L. (2024)
mentions "Computer Assisted Language Learning is a multifaceted teaching approach that has evolved
significantly over decades, benefiting from diverse pedagogical approaches and technological
innovations" (p. 14). Following this type of study Gutiérrez, A. (2024) validates the effectiveness of
using ProWritingAid AI Software to develop coherence of ideas in writing. Gutiérrez, A. (2024)
mentions, "The integration of AI in secondary education can provide the students with a positive and
beneficial environment if it is used correctly". (p.50). In addition, Acevedo, P. (2023) developed a
research focus on specific areas of English teaching by combining grammar skills to achieve a better
cognitive process with the development of applications and the use of mobile phones. With this research,
we hope to demonstrate that different technological tools can be integrated into classes. In this case, we
are specifically going to evaluate the Google Gemini tool, specifically the free plan, which is accessible
to students, who are acquiring English as a second language.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.37
For this research, we are going to focus on a real situation that occurs with groups of 35 students
approximately between the ages of 13, 14, and/or 15 from the Colegio Redentorista San Alfonso, located
in El Brasil de Alajuela. This is a public institution that offers academic English classes and, as an option
for eight-grade and eleventh-grade students, an additional conversational English course, among others.
Since it is a public institution, teachers use the MEP programs and apply the corresponding activities
according to the topics. The center has the possibility of using technological devices in the classrooms
and the institution also provides internet service to students so they can use different tools.
Hypothesis: Using the Google Gemini app with the Computer-Assisted Language Learning (CALL)
method will significantly enhance critical thinking skills in the development of narrative essays with
eight-grade students from Colegio Redentorista San Alfonso during the second quarter of 2025.
General Objective: To determine the effectiveness of using the Google Gemini app with the Computer-
Assisted Language Learning (CALL) Method to enhance critical thinking in the development of
narrative essays in Eight-grade students from Colegio Redentorista San Alfonso, El Brasil Alajuela,
During the Third Quarter of 2025.
METHODOLOGY
This research seeks to evaluate the effectiveness of artificial intelligence with the CALL approach to
improve students' critical thinking skills. It describes the analytical procedure used to investigate the
impact of the tools on writing and cognitive skills. This study presents a mixed-methods approach,
combining quantitative and qualitative research methods to gain a more comprehensive view of the
relationship between critical thinking and AI-assisted learning. This research is based on the application
of the Google Gemini App to improve critical thinking and writing skills among eight-grade high school
students at Redentorista San Alfonso High School.
The purpose of this research is to gather concrete evidence on the application of a specific strategy,
which enables an in-depth evaluation of its effectiveness. Stewart, L. (n.d.) states "Its primary objective
is not just to add to the existing knowledge base but to employ that knowledge to develop solutions,
innovations, or interventions that can be directly applied in the real world. (para.9). With this in mind,
our project aims to use the applied purpose to subsequently acquire a response about those strategies
that can provide us with solutions to potential problems, such as writing in students.
This study type is a type of observational research analyzing data from variables which were collected
in short order. This type of study is sometimes called a population-based study, cross-sectional study,
cross-sectional study, and a prevalence study. The type of research used in this investigation is qualitative
and quantitative since it measures variables and describes correlations between them. In this
investigation, the population consists of the 1,100 students of the Colegio Redentorista San Alfonso;
this represents the universe in this research. However, given the large shortage of students and the total
population of the institution, a sample has been selected to facilitate the application of the methodology
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.37
For this research, we are going to focus on a real situation that occurs with groups of 35 students
approximately between the ages of 13, 14, and/or 15 from the Colegio Redentorista San Alfonso, located
in El Brasil de Alajuela. This is a public institution that offers academic English classes and, as an option
for eight-grade and eleventh-grade students, an additional conversational English course, among others.
Since it is a public institution, teachers use the MEP programs and apply the corresponding activities
according to the topics. The center has the possibility of using technological devices in the classrooms
and the institution also provides internet service to students so they can use different tools.
Hypothesis: Using the Google Gemini app with the Computer-Assisted Language Learning (CALL)
method will significantly enhance critical thinking skills in the development of narrative essays with
eight-grade students from Colegio Redentorista San Alfonso during the second quarter of 2025.
General Objective: To determine the effectiveness of using the Google Gemini app with the Computer-
Assisted Language Learning (CALL) Method to enhance critical thinking in the development of
narrative essays in Eight-grade students from Colegio Redentorista San Alfonso, El Brasil Alajuela,
During the Third Quarter of 2025.
METHODOLOGY
This research seeks to evaluate the effectiveness of artificial intelligence with the CALL approach to
improve students' critical thinking skills. It describes the analytical procedure used to investigate the
impact of the tools on writing and cognitive skills. This study presents a mixed-methods approach,
combining quantitative and qualitative research methods to gain a more comprehensive view of the
relationship between critical thinking and AI-assisted learning. This research is based on the application
of the Google Gemini App to improve critical thinking and writing skills among eight-grade high school
students at Redentorista San Alfonso High School.
The purpose of this research is to gather concrete evidence on the application of a specific strategy,
which enables an in-depth evaluation of its effectiveness. Stewart, L. (n.d.) states "Its primary objective
is not just to add to the existing knowledge base but to employ that knowledge to develop solutions,
innovations, or interventions that can be directly applied in the real world. (para.9). With this in mind,
our project aims to use the applied purpose to subsequently acquire a response about those strategies
that can provide us with solutions to potential problems, such as writing in students.
This study type is a type of observational research analyzing data from variables which were collected
in short order. This type of study is sometimes called a population-based study, cross-sectional study,
cross-sectional study, and a prevalence study. The type of research used in this investigation is qualitative
and quantitative since it measures variables and describes correlations between them. In this
investigation, the population consists of the 1,100 students of the Colegio Redentorista San Alfonso;
this represents the universe in this research. However, given the large shortage of students and the total
population of the institution, a sample has been selected to facilitate the application of the methodology
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.38
in this research. For this study, the sample consists of two groups of approximately 35 students, ages
ranging from 14 to 15 years, enrolled in eighth-grade English classes.
Research explains that non-probability sampling is used where a random probability sample cannot be
drawn due to specific considerations. Also, the instruments used to collect the data, which were created
to facilitate analysis and answer the research question. First, Questionnaire I, a 15-item, yes/no
questionnaire to assess students' prior knowledge of narrative essays and critical thinking skills. Second,
a Narrative Essay Pre-Test to assess prior knowledge. The essays must address a specific topic and their
length. Third, checklists were used to measure how students integrate the CALL method with the use of
the Google Gemini platform, evaluate structural improvements and apply critical thinking. Fourth, a
Narrative Essay Post-Test to assess students after implementing AI, with improvements in their
reasoning, analysis, and new learning. It will be evaluated with its respective rubric. Finally, a
Questionnaire II, consisting of 10 single-choice questions and 3 open-ended questions was administered
to measure acquired knowledge and students' opinions. The questionnaire sought to elicit students'
reflections on their ability to generate and organize ideas after applying the CALL method using the
Google Gemini platform.
RESULTS AND DISCUSSION
This section presents the results obtained and the data collected from the implementation of the five
instruments: questionnaire I, pre-test narrative essay, checklist, post-test narrative essay, and
questionnaire II. These were applied in different stages; questionnaire I and the pre-test narrative essay
provide us with the initial knowledge of the students' performance. The checklists provide support to
measure student behavior once the methodology is presented with the artificial intelligence platform.
The post-test narrative essay and questionnaire II are the instruments that provide the final answer to the
improvement in students' writing skills.
Questionnaire I: At the beginning of our study, a questionnaire was administered to two groups of eighth-
grade students. The questionnaire I was developed using Google Forms and consisted of 15 single-
choice questions. Students were asked to open the link and carefully read the questions, then select the
option that best matched their knowledge. The average results of this initial questionnaire show that
56.4% were positive responses (Yes) and 43.6% were negative responses (No). Here, we can estimate
that just over half of the students have a basic understanding of narrative essays, critical thinking, and
technology, and are also moderately familiar with artificial intelligence. However, the lack of confidence
in narrative essays is something that should be considered as a starting point for considering their
improvement. There is a general understanding of critical thinking, but students lack a clear
understanding of how to apply it to their assignments. Students are also familiar with digital tools but
lack formal instruction in using them properly.
Narrative Essays Pre-Test: This instrument was administered so that students could reflect on their
knowledge in the development of narrative essays. The average score obtained by the students' essays
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.38
in this research. For this study, the sample consists of two groups of approximately 35 students, ages
ranging from 14 to 15 years, enrolled in eighth-grade English classes.
Research explains that non-probability sampling is used where a random probability sample cannot be
drawn due to specific considerations. Also, the instruments used to collect the data, which were created
to facilitate analysis and answer the research question. First, Questionnaire I, a 15-item, yes/no
questionnaire to assess students' prior knowledge of narrative essays and critical thinking skills. Second,
a Narrative Essay Pre-Test to assess prior knowledge. The essays must address a specific topic and their
length. Third, checklists were used to measure how students integrate the CALL method with the use of
the Google Gemini platform, evaluate structural improvements and apply critical thinking. Fourth, a
Narrative Essay Post-Test to assess students after implementing AI, with improvements in their
reasoning, analysis, and new learning. It will be evaluated with its respective rubric. Finally, a
Questionnaire II, consisting of 10 single-choice questions and 3 open-ended questions was administered
to measure acquired knowledge and students' opinions. The questionnaire sought to elicit students'
reflections on their ability to generate and organize ideas after applying the CALL method using the
Google Gemini platform.
RESULTS AND DISCUSSION
This section presents the results obtained and the data collected from the implementation of the five
instruments: questionnaire I, pre-test narrative essay, checklist, post-test narrative essay, and
questionnaire II. These were applied in different stages; questionnaire I and the pre-test narrative essay
provide us with the initial knowledge of the students' performance. The checklists provide support to
measure student behavior once the methodology is presented with the artificial intelligence platform.
The post-test narrative essay and questionnaire II are the instruments that provide the final answer to the
improvement in students' writing skills.
Questionnaire I: At the beginning of our study, a questionnaire was administered to two groups of eighth-
grade students. The questionnaire I was developed using Google Forms and consisted of 15 single-
choice questions. Students were asked to open the link and carefully read the questions, then select the
option that best matched their knowledge. The average results of this initial questionnaire show that
56.4% were positive responses (Yes) and 43.6% were negative responses (No). Here, we can estimate
that just over half of the students have a basic understanding of narrative essays, critical thinking, and
technology, and are also moderately familiar with artificial intelligence. However, the lack of confidence
in narrative essays is something that should be considered as a starting point for considering their
improvement. There is a general understanding of critical thinking, but students lack a clear
understanding of how to apply it to their assignments. Students are also familiar with digital tools but
lack formal instruction in using them properly.
Narrative Essays Pre-Test: This instrument was administered so that students could reflect on their
knowledge in the development of narrative essays. The average score obtained by the students' essays
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.39
was defined with the following percentages: 2,6% received a score of 4, 37.4% received a score of 3 we
have a total of 37,4%, 43.9% received a score of 2 we have a total of 43,9% and 16,1% a score of 1.
These overall results indicate that, while students do possess basic writing skills, they are not fully
developed. Few students demonstrate a solid command of narrative writing, suggesting a need for
considerable support and confirming the necessity of writing intervention to help them improve this
skill. Overall, the initial tests reveal that students have basic skills, but not all are at the same level,
despite being in the same grade. Checklist: During the application of the CALL methodology with AI,
checklists were used to ensure proper student participation and engagement. This was administered
exclusively by the researcher.
Narrative Essays Post Test: After the application using the Google Gemini platform, the students
developed the final narrative essay. Similar to the initial approach, students were required to develop the
essay on the assigned topic, but this time using the strategies provided with the CALL methodology and
the AI platform. The average shows the score that students obtained after the implementation of CALL
with the Google Gemini tool, where 30,3% of students obtained a score of 4, a total of 45,1% of students
obtained a score of 3, 20% of students obtained a score of 2, and 4,6% of students obtained a score of 1.
These results show an improvement in student essays; more than half of the students obtained high
scores and demonstrated a good grasp of the assessment criteria. The majority of students successfully
applied the writing skills they practiced, demonstrating clarity and organization in implementing the
CALL method with Google Gemini. Finally, only 4,6% of students obtained a score of 1, reinforcing
the fact that very few students had difficulty developing their essays.
Questionnaire II: To finalize the strategies, the students were given a final questionnaire to evaluate their
experience with the tool used. This was administered using Google Forms and included a questionnaire
consisting of 10 single-choice questions evaluated on a Likert scale and three open-ended questions in
which the student could express how he or she felt during the research. The average shows that 46,5%
of students strongly agree, 34,6% of students agree, 12,2% of students are neutral, 4,5% of students
disagree, and 2,2% of students strongly disagree. These results show a positive perception of the items,
as the majority of students strongly agreed or agreed, totaling 81% favorable opinions about CALL and
the use of AI (Google Gemini).
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.39
was defined with the following percentages: 2,6% received a score of 4, 37.4% received a score of 3 we
have a total of 37,4%, 43.9% received a score of 2 we have a total of 43,9% and 16,1% a score of 1.
These overall results indicate that, while students do possess basic writing skills, they are not fully
developed. Few students demonstrate a solid command of narrative writing, suggesting a need for
considerable support and confirming the necessity of writing intervention to help them improve this
skill. Overall, the initial tests reveal that students have basic skills, but not all are at the same level,
despite being in the same grade. Checklist: During the application of the CALL methodology with AI,
checklists were used to ensure proper student participation and engagement. This was administered
exclusively by the researcher.
Narrative Essays Post Test: After the application using the Google Gemini platform, the students
developed the final narrative essay. Similar to the initial approach, students were required to develop the
essay on the assigned topic, but this time using the strategies provided with the CALL methodology and
the AI platform. The average shows the score that students obtained after the implementation of CALL
with the Google Gemini tool, where 30,3% of students obtained a score of 4, a total of 45,1% of students
obtained a score of 3, 20% of students obtained a score of 2, and 4,6% of students obtained a score of 1.
These results show an improvement in student essays; more than half of the students obtained high
scores and demonstrated a good grasp of the assessment criteria. The majority of students successfully
applied the writing skills they practiced, demonstrating clarity and organization in implementing the
CALL method with Google Gemini. Finally, only 4,6% of students obtained a score of 1, reinforcing
the fact that very few students had difficulty developing their essays.
Questionnaire II: To finalize the strategies, the students were given a final questionnaire to evaluate their
experience with the tool used. This was administered using Google Forms and included a questionnaire
consisting of 10 single-choice questions evaluated on a Likert scale and three open-ended questions in
which the student could express how he or she felt during the research. The average shows that 46,5%
of students strongly agree, 34,6% of students agree, 12,2% of students are neutral, 4,5% of students
disagree, and 2,2% of students strongly disagree. These results show a positive perception of the items,
as the majority of students strongly agreed or agreed, totaling 81% favorable opinions about CALL and
the use of AI (Google Gemini).
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.40
Graph 1
Total Distribution - Questionnaire I
Source: Instrument applied to measure narrative essays prior knowledge. Data collected by Daniela Castro Vargas, September
2025.
Graph 2
Total Score Distribution - Narrative Essay Pre-Test
Source: Instrument applied to measure narrative essays prior knowledge. Data collected by Daniela Castro Vargas, September
2025.
Table 1
Observation Checklist 1 - Group 1
Indicator Yes No Comments
Students successfully used the Google
Gemini platform. X
Students responded to all generated
questions. X
Students interacted with Gemini to generate
ideas or expand the narrative text. X
Students applied technological suggestions
(CALL) to improve their exercises. X
Students present their own original ideas, not
just repeating from Gemini. X
Students include in the text varied vocabulary
appropriate to the narrative context. X
Students had some difficulties with
diverse vocabulary and tended to use
repeated phrases on some exercises.
Examples, arguments, or details are provided
in the exercises. X
Students maintained coherence and
organization of ideas. X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
56,4%
43,6%
Yes No
16,1%
43,9%
37,4%
2,6%
1
2
3
4
Total Distribution
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.40
Graph 1
Total Distribution - Questionnaire I
Source: Instrument applied to measure narrative essays prior knowledge. Data collected by Daniela Castro Vargas, September
2025.
Graph 2
Total Score Distribution - Narrative Essay Pre-Test
Source: Instrument applied to measure narrative essays prior knowledge. Data collected by Daniela Castro Vargas, September
2025.
Table 1
Observation Checklist 1 - Group 1
Indicator Yes No Comments
Students successfully used the Google
Gemini platform. X
Students responded to all generated
questions. X
Students interacted with Gemini to generate
ideas or expand the narrative text. X
Students applied technological suggestions
(CALL) to improve their exercises. X
Students present their own original ideas, not
just repeating from Gemini. X
Students include in the text varied vocabulary
appropriate to the narrative context. X
Students had some difficulties with
diverse vocabulary and tended to use
repeated phrases on some exercises.
Examples, arguments, or details are provided
in the exercises. X
Students maintained coherence and
organization of ideas. X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
56,4%
43,6%
Yes No
16,1%
43,9%
37,4%
2,6%
1
2
3
4
Total Distribution
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.41
Table 2
Observation Checklist 1 - Group 2
Indicator Yes No Comments
Students successfully used the Google
Gemini platform. X
Students responded to all generated
questions. X
Students interacted with Gemini to
generate ideas or expand the narrative
text.
X
Students applied technological
suggestions (CALL) to improve their
exercises.
X
Students present their own original
ideas, not just repeating from Gemini. X
Students include in the text varied
vocabulary appropriate to the
narrative context.
X
Most students.
Examples, arguments, or details are
provided in the exercises. X The students needed support to share
their own or original experiences.
Students maintained coherence and
organization of ideas. X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
Table 3
Observation Checklist 2 - Group 1
Indicator Yes No Comments
The CALL method helped students
engage in meaningful exchanges with
Gemini.
X
The CALL method helped students
analyze ideas rather than simply write
stories.
X
The CALL method helped students
explore and revise their writing
independently with minimal teacher
intervention.
X
The CALL method helped students gain
greater confidence in expressing their
ideas.
X
Students feel engaged with the
exercises presented since haven't done
any similar before
The CALL method provided corrective
or guiding feedback that students used to
improve their writing.
X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.41
Table 2
Observation Checklist 1 - Group 2
Indicator Yes No Comments
Students successfully used the Google
Gemini platform. X
Students responded to all generated
questions. X
Students interacted with Gemini to
generate ideas or expand the narrative
text.
X
Students applied technological
suggestions (CALL) to improve their
exercises.
X
Students present their own original
ideas, not just repeating from Gemini. X
Students include in the text varied
vocabulary appropriate to the
narrative context.
X
Most students.
Examples, arguments, or details are
provided in the exercises. X The students needed support to share
their own or original experiences.
Students maintained coherence and
organization of ideas. X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
Table 3
Observation Checklist 2 - Group 1
Indicator Yes No Comments
The CALL method helped students
engage in meaningful exchanges with
Gemini.
X
The CALL method helped students
analyze ideas rather than simply write
stories.
X
The CALL method helped students
explore and revise their writing
independently with minimal teacher
intervention.
X
The CALL method helped students gain
greater confidence in expressing their
ideas.
X
Students feel engaged with the
exercises presented since haven't done
any similar before
The CALL method provided corrective
or guiding feedback that students used to
improve their writing.
X
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.42
Table 4
Observation Checklist 2 - Group 1
Indicator Yes No Comments
The CALL method helped students engage
in meaningful exchanges with Gemini. X
The CALL method helped students
analyze ideas rather than simply write
stories.
X
The CALL method helped students explore
and revise their writing independently with
minimal teacher intervention.
X
Most students.
The CALL method helped students gain
greater confidence in expressing their
ideas.
X
The CALL method provided corrective or
guiding feedback that students used to
improve their writing.
X
Students expressed that feedback and
corrections are useful for improving
their mistakes and not repeating them.
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
Graph 3
Total Score Distribution - Narrative Essay Post-Test
Source: Instrument to evaluate the acquired knowledge after applying the CALL method. Data collected by Daniela Castro
Vargas, September 2025.
Graph 4
Distribution Item 1 to Item 10 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
4,6%
20,0%
45,1%
30,3%
1
2
3
4
Total Distribution
46,5%
34,6%
12,2%
4,5%
2,2% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.42
Table 4
Observation Checklist 2 - Group 1
Indicator Yes No Comments
The CALL method helped students engage
in meaningful exchanges with Gemini. X
The CALL method helped students
analyze ideas rather than simply write
stories.
X
The CALL method helped students explore
and revise their writing independently with
minimal teacher intervention.
X
Most students.
The CALL method helped students gain
greater confidence in expressing their
ideas.
X
The CALL method provided corrective or
guiding feedback that students used to
improve their writing.
X
Students expressed that feedback and
corrections are useful for improving
their mistakes and not repeating them.
Source: Instrument to measure the CALL integration with the Google Gemini. Data collected by Daniela Castro Vargas,
September 2025.
Graph 3
Total Score Distribution - Narrative Essay Post-Test
Source: Instrument to evaluate the acquired knowledge after applying the CALL method. Data collected by Daniela Castro
Vargas, September 2025.
Graph 4
Distribution Item 1 to Item 10 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
4,6%
20,0%
45,1%
30,3%
1
2
3
4
Total Distribution
46,5%
34,6%
12,2%
4,5%
2,2% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.43
Graph 5
Item 11 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
Graph 6
Item 12 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
Graph 7
Item 13 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
CONCLUSIONS
This study reveals how technology can inspire creativity and promote student development, including
writing ability. In addition, the findings provide information regarding facets of the CALL method that
appear to foster engagement and learning outcomes, such as feedback, collaborative writing activities,
and a "live" collaborative workspace. The main objective of this research was to determine the
effectiveness of using the Google Gemini Cola application with the computer-assisted language learning
(CALL) method to improve critical thinking in the development of narrative essays among eighth-grade
45%
24%
19%
12% Improvement in writing and feedback
Ease of use and general support for studying
New ideas, learning, and understanding of the use of AI
Other comments or responses not directly related
48%
26%
12%
14% Difficulty formulating questions correctly
Incorrect answers or erroneous information from the AI
Technical difficulties or general understanding of use
Other comments or responses not directly related
34%
22%
20%
16%
8% Improve the use, understanding, and teaching of
technology
Facilitate and optimize technological tools
Increase its educational use and content quality
Ethics, attitude, and responsibility in the use of AI
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.43
Graph 5
Item 11 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
Graph 6
Item 12 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
Graph 7
Item 13 - Questionnaire II
Source: Instrument to obtain students' opinions on their critical thinking skills after applying the CALL method with Gemini.
Data collected by Daniela Castro Vargas, September 2025.
CONCLUSIONS
This study reveals how technology can inspire creativity and promote student development, including
writing ability. In addition, the findings provide information regarding facets of the CALL method that
appear to foster engagement and learning outcomes, such as feedback, collaborative writing activities,
and a "live" collaborative workspace. The main objective of this research was to determine the
effectiveness of using the Google Gemini Cola application with the computer-assisted language learning
(CALL) method to improve critical thinking in the development of narrative essays among eighth-grade
45%
24%
19%
12% Improvement in writing and feedback
Ease of use and general support for studying
New ideas, learning, and understanding of the use of AI
Other comments or responses not directly related
48%
26%
12%
14% Difficulty formulating questions correctly
Incorrect answers or erroneous information from the AI
Technical difficulties or general understanding of use
Other comments or responses not directly related
34%
22%
20%
16%
8% Improve the use, understanding, and teaching of
technology
Facilitate and optimize technological tools
Increase its educational use and content quality
Ethics, attitude, and responsibility in the use of AI
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.44
students at the Redemptorist San Alfonso School. This was accomplished through two preliminary tests:
an initial questionnaire and a final questionnaire to assess students' prior knowledge of the application.
Two checklists were then used while students completed the exercises with the artificial intelligence
tool. Finally, a post-test was administered to allow students to apply what they had learned, followed by
a final questionnaire where they could provide feedback on the methodology used. With all the
instruments used, the final results were positive, as students' knowledge improved after completing all
the activities with the Google Gemini AI platform and following the CALL method.
The first specific objective was to determine the prior knowledge that eighth-grade students at the
institution had regarding the Google Gemini app and the critical thinking when developing narrative
essays. The pre-test results provided a clear understanding of the students' level and abilities. Overall,
the findings show that the students who were familiar with the Google Gemini tool but hadn't used it
much or explored its features in depth also had basic theoretical knowledge about narrative essays; their
writing skills were limited, and they struggled to generate ideas. This need identified by the students
reinforces the idea put forward by Rusmin, L. et al. (2024), who studied some of the challenges in
improving critical thinking, state that: "one of the primary challenges is the traditional educational
system, which often emphasizes rote memorization and standardized testing over critical inquiry" (p.
150). Given this, our theoretical framework reinforces the need to apply different teaching strategies to
modify these skills, and, as Rusmin, L. et al. (2024) mention, educators, policymakers, and educational
institutions must adopt more holistic and flexible approaches to teaching and assessment. (p.153).
The second specific objective was to validate the implementation of the CALL approach and the use of
the application during English classes to teach how to write narrative essays, enhancing their writing
process. The third specific objective of the research was to determine the improvement in the effective
development of ideas in the essays submitted by students of the Colegio Redentorista San Alfonso after
applying the CALL method with Google Gemini. This objective aimed to demonstrate whether the
students showed improvements in their essays. The students had to write a final narrative essay using
the same rubric that covered the same indicators as the initial essay, with the exception that the use of
the CALL method and the Google Gemini tool was included to assess its implementation, this to
confirms what Barrot, J. (2024) states: "Gemini has immense potential as a research writing assistance
tool, offering a wide range of features and functionalities that can optimize the research writing process"
(p. 6). The final specific objective seeks to determine the Artificial Intelligence effect on students' critical
thinking skills and the acquisition of new knowledge in writing. Overall, we can see that 96% of the
students mentioned some improvements for the future, which gives us a very positive result.
Furthermore, the variable mentioned in Chapter III indicates that it is valid if the majority of students'
responses show an accurate opinion about the use of artificial intelligence during their classes to improve
certain skills. Analyzing the results of the three questions, we can see that 93,3% of the students indicated
an accurate opinion, reflecting clear, informed opinions based on their experience; therefore, we can
conclude that the variable is valid.
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.44
students at the Redemptorist San Alfonso School. This was accomplished through two preliminary tests:
an initial questionnaire and a final questionnaire to assess students' prior knowledge of the application.
Two checklists were then used while students completed the exercises with the artificial intelligence
tool. Finally, a post-test was administered to allow students to apply what they had learned, followed by
a final questionnaire where they could provide feedback on the methodology used. With all the
instruments used, the final results were positive, as students' knowledge improved after completing all
the activities with the Google Gemini AI platform and following the CALL method.
The first specific objective was to determine the prior knowledge that eighth-grade students at the
institution had regarding the Google Gemini app and the critical thinking when developing narrative
essays. The pre-test results provided a clear understanding of the students' level and abilities. Overall,
the findings show that the students who were familiar with the Google Gemini tool but hadn't used it
much or explored its features in depth also had basic theoretical knowledge about narrative essays; their
writing skills were limited, and they struggled to generate ideas. This need identified by the students
reinforces the idea put forward by Rusmin, L. et al. (2024), who studied some of the challenges in
improving critical thinking, state that: "one of the primary challenges is the traditional educational
system, which often emphasizes rote memorization and standardized testing over critical inquiry" (p.
150). Given this, our theoretical framework reinforces the need to apply different teaching strategies to
modify these skills, and, as Rusmin, L. et al. (2024) mention, educators, policymakers, and educational
institutions must adopt more holistic and flexible approaches to teaching and assessment. (p.153).
The second specific objective was to validate the implementation of the CALL approach and the use of
the application during English classes to teach how to write narrative essays, enhancing their writing
process. The third specific objective of the research was to determine the improvement in the effective
development of ideas in the essays submitted by students of the Colegio Redentorista San Alfonso after
applying the CALL method with Google Gemini. This objective aimed to demonstrate whether the
students showed improvements in their essays. The students had to write a final narrative essay using
the same rubric that covered the same indicators as the initial essay, with the exception that the use of
the CALL method and the Google Gemini tool was included to assess its implementation, this to
confirms what Barrot, J. (2024) states: "Gemini has immense potential as a research writing assistance
tool, offering a wide range of features and functionalities that can optimize the research writing process"
(p. 6). The final specific objective seeks to determine the Artificial Intelligence effect on students' critical
thinking skills and the acquisition of new knowledge in writing. Overall, we can see that 96% of the
students mentioned some improvements for the future, which gives us a very positive result.
Furthermore, the variable mentioned in Chapter III indicates that it is valid if the majority of students'
responses show an accurate opinion about the use of artificial intelligence during their classes to improve
certain skills. Analyzing the results of the three questions, we can see that 93,3% of the students indicated
an accurate opinion, reflecting clear, informed opinions based on their experience; therefore, we can
conclude that the variable is valid.
I+D Internacional- Revista Científica Académica
ISSN 3078-1639 (en línea) Enero-Abril, 2026, Volumen 5, Número 1 pág.45
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https://www.coursehero.com/file/48859986/Martyn-Hammersley-What-Is-Qualitative-
Research-2012Apdf/
Heard J. et al. (2020). Critical thinking: Skill development framework. Australian Council for
Educational Research. https://core.ac.uk/download/pdf/287816564.pdf
Heath, C. (2023). What is descriptive research? https://dovetail.com/research/descriptive-
research/#:~:text=Descriptive%20research%20methods%20There%20are%20three%20basic,d
escriptive%20research:%20observational%2C%20case%20study%2C%20and%20survey
Kharadea, S. et al. (2022). The Role of Computer-Assisted Language Learning in Language Learning.
https://www.researchgate.net/publication/366659418_The_Role_of_Computer-
Assisted_Language_Learning_in_Language_Learning
Lubua, F. (2019). From Innovation to Academic Entrepreneurship in Computer-Assisted Language
Learning (CALL). Ohio University ProQuest Dissertations & Theses.
https://etd.ohiolink.edu/acprod/odb_etd/ws/send_file/send?accession=ohiou154993693411658
1&disposition=inline
Marandi, S. (2023). Exploring the Evolution and Impact of Computer-Assisted Language Learning in
Iran: An Exclusive Interview.
https://journals.razi.ac.ir/article_2719_2f906dc2d5ed4a1d1025eef45fddb483.pdf
McCombes, S. (2019). Sampling Methods | Types, Techniques & Examples. Scribbr.
https://www.scribbr.com/methodology/sampling-methods/
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school/266201785#2
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https://www.oxfordbibliographies.com/display/document/obo-9780199756810/obo-
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