Speaker
Description
Abstract
The rapid development of generative artificial intelligence (AI) is creating significant changes in the learning and teaching of English literature. Besides assisting in language interpretation, content summarization, and providing background information, AI is also being used to suggest ways to interpret and analyze literary texts. However, AI's involvement in literary analysis raises questions about students' ability to think independently, reason, and construct their understanding. While there have been many studies on the application of AI in foreign language teaching and learning, research focusing on students' perceptions of the impact of generative AI on literary analysis remains limited, particularly in the context of EFL (English as a Foreign Language). This study aims to explore the perceptions of English majors regarding the impact of generative AI on the analysis of English literary texts. The study uses a quantitative method through a survey questionnaire administered to approximately 50 students at a university in Southern Vietnam. The expected findings are expected to clarify students' perceptions of how generative AI influences their analysis of English literary texts, particularly in interpreting themes, analyzing characters, identifying literary devices, constructing literary arguments, and developing independent interpretations. Besides, this study also suggest pedagogical implications for guiding the effective and responsible use of generative AI in literature teaching.
Keywords: Analysis of English literary texts, EFL, English majors, Generative AI, perceptions.
