Voices of English major students in literary criticism course in the age of artificial intelligence

Abstract

Artificial Intelligence (AI) has transformed students’ approach to learning; however, most of the literature focuses on education, with less attention given to student perceptions of AI in the humanities, particularly in literary criticism. This study investigates the experiences of ten 4th-year BSEd English majors from the College of Teacher Education to understand how AI impacts their engagement in analyzing literary works. This phenomenological study uses semi-structured interviews to determine how AI shapes students’ learning experiences, with a focus on its impact on creativity and analytical thinking. Participants were purposively selected based on their enrollment in the Literary Criticism course and prior use of AI for writing-related tasks. Key findings indicate the positive and negative impacts of AI on students. Generally, students perceive AI positively as it aids in identifying analytical patterns and forming clear assumptions about the texts. Students also emphasize the importance of verifying AI-generated information to ensure accuracy in their interpretations. However, a concerning trend emerges, as some students tend to over-rely on AI. This reliance may impact their confidence in constructing independent analysis, suggesting a risk to their critical and interpretive thinking. Hence, there is a need for educational interventions to guide students in using AI responsibly. The study primarily addresses the United Nations Sustainable Development Goal (UN SDG) 4 on Quality Education by promoting responsible technology integration. The importance of developing critical thinking, analytical skills, and autonomy in learning-core components of quality education essential in the humanities and literature studies.