Author(s)

LiangBo Li^*, Jing Lyu

Affiliation(s)

School of Foreign Studies, South China Agricultural University, Guangzhou 510642, Guangdong, China.

Corresponding Author

LiangBo Li

ABSTRACT

This study explores the urgent need for the digital-intelligent transformation of English literature teaching in the age of artificial intelligence (AI). Although AI offers convenience and innovation to literature teaching, it also gives rise to crises such as the weakening of in-depth reading experiences and the deconstruction of authority in textual interpretation. In response to these challenges, this study investigates the following questions: What constitutes a comprehensive reconstruction pathway for literature teaching? How can teaching objectives, content, teacher/student roles, teaching/learning modes, and evaluation mechanisms be redesigned to exploit AI effectively while mitigating its risks? The proposed framework shifts the core teaching objective from knowledge transmission to human-AI collaborative knowledge processing/creation, and proposes specific digital-intelligent teaching and learning methods, such as human-machine dialogue, comparative analysis of human and AI-generated critiques, and personalized learning pathways for each individual student. It also warns of potential risks, such as the erosion of humanistic spirit and marginalization of emotional education, that may result from excessive dependence on AI technology. The significant value of the framework lies in its balanced blueprint for integrating technology, emphasizing that while this teaching transformation is necessary, it must consciously guard the essence of humanistic education to achieve the holistic development of students.

KEYWORDS

AI; English literature teaching; Digital-intelligent transformation; Humanistic education

CITE THIS PAPER

LiangBo Li, Jing Lyu. Teaching English literature in the AI era. World Journal of Educational Studies. 2025, 3(7): 43-47. DOI: https://doi.org/10.61784/wjes3098.

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