ARTIFICIAL INTELLIGENCE AT THE LITERATURE CLASSROOM IN HIGHER EDUCATION: EXPLORING CHALLENGES AND OPPORTUNITIES

Abstract

The widespread use of Artificial intelligence (AI) in language education has opened up a new era of teaching and learning. Raising concerns in balancing AI-driven instruction assists to achieve optimal learning outcomes while teaching Literature subject. Background. The increasing integration of Artificial Intelligence (AI) within literature teaching is fostering significant pedagogical shifts. Based on the findings, AI could make significant strides in improving language proficiency, particularly in literature components such as novel, short stories, poems, folklore reading and drama organizing. This article explores the experiences of teaching literature in higher education establishments. Methods. University students were purposively sampled, participated in semi-structured interviews, and were observed teaching literature classes of the first year students. The recorded, transcribed and coded interviews were thematically analysed. The findings revealed that literature teachers found literature teaching to be multidimensional. It can also assist in streamlining teaching methods in literature classes, such as adaptive learning, automated assessment, and personalized content creation. Results. The students and teachers perceived literature learning and teaching in the English speaking environment as a positive experience. For instance, they described literature components as fantastic, fascinating, life-changing, and enticing and as a journey. However, they also found it to be challenging and intimidating. They also considered that multilingual pedagogies enhance comprehension and learner engagement. However, some limitations emerged from the data. While AI excels at providing objective feedback and supporting innovative teaching methods, it struggles to cultivate essential human skills like cultural sensitivity, emotional intelligence, and critical thinking. These skills are necessary for effective communication, building relationships, and understanding language tones in different contexts. Conclusions. The study concluded that AI can be a powerful tool for language education but cannot replace human educators. Instead, language teaching practices should bridge a balance between AI-powered instruction and traditional teaching methods, so learners can benefit from the latest technological advancements while still developing the critical human skills they need in this ever-changing world. In this article we recommend using AI tools and prompts in teaching literature to university teachers. As a result, they enhance critical thinking and language development for future language experts.

Keywords

Artificial intelligence, literature, enhance, critical thinking, human, language skills, ability, effective communication.