Literary Analysis in the Age of AI: Impacts, Challenges, and Best Practices

Abstract

This paper explores the use of AI tools in analyzing and teaching literature by EFL teachers, students, researchers, and curriculum designers. Within the context of the TPACK framework alongside the Constructivist Learning Theory, this research investigates the applications, perceived benefits, and challenges surrounding the use of AI technologies in literature classes. Eighty-one participants filled out a quantitative online survey aimed at documenting their application of AI to the processes of literary interpretation, critical thinking, and participation. The investigation focused on the pedagogical use of AI and the literature’s ethical implications.  The results indicate that AI tools are predominantly used for essays and literary critiques at different sophistication levels, and in other related activities, including personalized AI-based assessments. Participants acknowledged AI’s application for critical thinking, analysis, and student engagement, which signals the TPACK integration’s effectiveness. The use of TPACK in literary instruction has enhanced critical thinking among students, who now demonstrate considerably higher engagement with the contents of the class. There has been a fair share of challenges, however, in this approach. These include concerns about AI-generated bias in literary analyses, a possible loss of human interaction resulting from an overreliance on AI generated responses, and the need for continuous professional development to adapt to this ever-changing educational landscape, as a result. Furthermore, several concerns about data privacy and academic integrity remain, as AI continues to encroach into academia and education, triggering ethical questions.  The findings of this study point towards the necessity of an integration which must, however, be balanced, so that the possibility of AI tools threatening or replacing human expertise is minimised. This would ensure that such integration instead complements human expertise, adding interpretative depth to literature education, among other things.  This study throws light on the need for responsible use of AI tools in education, something which can only be possible with regular teacher training (to keep teachers abreast with new developments in AI), strict ethical rules that limit the extent to which said tools can be used, and periodic evaluation of those tools, to make sure that academic integrity remains intact.