Use of AI in Teaching English Literature

This paper explores how artificial intelligence (AI) is being integrated into teaching English literature at secondary and tertiary levels. It synthesizes recent empirical studies, systematic reviews, and practical implementations to identify benefits (personalization, feedback, scalability), limitations (bias, surface-level analysis, plagiarism risk), and best-practice pedagogical models for classroom use. The paper concludes with a proposed mixed-methods classroom study design and concrete recommendations for teachers, curriculum designers, and institutions. The advent of Artificial Intelligence (AI) has begun to reshape traditional approaches to education, and its impact on the teaching of English Literature is both profound and promising. This research paper explores the ways in which AI can enhance the teaching and learning of literature by offering innovative tools, adaptive learning platforms, and data-driven insights that complement conventional pedagogical methods. English Literature, with its emphasis on interpretation, imagination, and critical thinking, presents unique opportunities for AI integration that go beyond mechanical learning. The study highlights how AI-powered applications—such as natural language processing tools, intelligent tutoring systems, digital storytelling platforms, and automated assessment models—can support teachers in designing engaging lessons and providing personalized learning experiences. For students, AI opens new avenues of exploration, making complex texts more accessible through interactive annotations, contextual analyses, and tailored feedback. Furthermore, AI has the potential to bridge gaps in inclusivity by assisting learners with diverse linguistic, cultural, and cognitive backgrounds. At the same time, the research emphasizes the limitations and ethical concerns surrounding AI use in literature education. While AI can analyze texts and generate interpretations, it cannot replicate the emotional depth, cultural context, and human empathy essential to literary study. Therefore, the integration of AI must be approached as a supportive tool rather than a replacement for teachers, whose role in guiding interpretation and fostering critical dialogue remains irreplaceable. By examining both the potential and the challenges, this paper argues that AI, when thoughtfully integrated, can enrich the teaching of English Literature, making it more interactive, inclusive, and relevant to 21st-century learners. The findings suggest that AI is not a substitute for human creativity and insight but a catalyst that enables new methods of engagement, ensuring that literature education continues to evolve while preserving its humanistic essence.