Poe or Gemini for fostering writing skills in Japanese upper‐intermediate learners: Uncovering the consequences on positive emotions, boredom to write, academic self‐efficacy and writing development

Abstract The integration of AI‐based platforms, such as Poe and Gemini, into language instruction has garnered increasing attention for their potential to enhance writing skills. Despite this interest, little is known about their effects on EFL learners' positive emotions (PEs), academic self‐efficacy and boredom in writing. Addressing this gap, the present study investigated the effectiveness of Poe and Gemini in developing writing skills and explored their impact on learners' PEs, academic self‐efficacy and boredom among learners at the upper‐intermediate level. For this purpose, a total of 519 Japanese upper‐intermediate EFL learners were randomly assigned to three groups: (1) Poe‐assisted writing instruction; (2) Gemini‐assisted writing instruction; and (3) a control group (CG) receiving traditional instruction. The study employed a mixed‐methods design, incorporating both quantitative and qualitative data collection. Writing development was assessed through pre‐ and post‐tests, while learners' emotions, boredom and academic self‐efficacy were measured using validated scales. Additionally, qualitative data were gathered through interviews and analysed using coding and thematic analysis to understand learners' attitudes and perceptions. Quantitative data were analysed using ANOVA and MANOVA to compare the outcomes across the three groups. The findings revealed that both Poe and Gemini significantly improved learners' writing skills compared to the CG, with no substantial differences in effectiveness between the two platforms. Participants in the Poe and Gemini groups reported heightened PEs and increased academic self‐efficacy, alongside reduced boredom during writing tasks. The qualitative findings corroborated these results, highlighting the platforms' role in fostering greater enthusiasm, engagement, autonomy and motivation in English language learning. The study concludes by offering a range of implications for different stakeholders.