The Role of AI in ELT Classrooms: Transforming Literary Learning and Pedagogical Practices

Abstract

The integration of Artificial Intelligence (AI) in English Language Teaching (ELT) has introduced new opportunities for enhancing the teaching and learning of literature. This study investigates the role of AI tools in ELT literature classrooms and examines the perceptions of both teachers and students regarding the benefits and challenges of AI integration. Using a quantitative survey-based design, data were collected from 100 teachers and 100 students through structured Likert-scale questionnaires, addressing areas such as comprehension, engagement, writing support, and critical analysis. The study is organized into three phases: Phase 1 analyzes teachers’ perceptions, Phase 2 examines students’ experiences and reliance on AI, and Phase 3 provides a comparative analysis between the two groups. Percentage-based analysis reveals that teachers recognize the pedagogical advantages of AI while remaining cautious about overreliance and accuracy, whereas students report high engagement and dependence on AI tools for literary comprehension and analysis. The findings highlight the potential of AI to transform literary learning while emphasizing the need for careful integration, professional training, and balanced use alongside traditional teaching methods. This research contributes to the understanding of AI’s pedagogical impact in ELT and offers practical insights for educators aiming to enhance literature instruction through AI-supported learning technologies.

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