AI in Literature Learning: Perceptions, Engagement, and Ethical Considerations – A Qualitative Case Study

Abstract

This study explores the perspective of how students of the Department of English in a private university use artificial intelligence in learning literature, specifically students from the Daffodil International University English Department's final year. By using a qualitative case study approach, semi-structured interviews were carried out with six students to examine why, how, and in what situations students use AI. It also examines its impact on their reading habits, analytical abilities, and ethical concerns. The study seeks the Technology Acceptance Model(Davis, 1989) to understand why students resort to using AI for literature learning. Findings show that students initially used AI for checking spelling mistakes, summarization, and literary analysis of difficult literature like Paradise Lost, but later, slowly they started to become dependent on AI as it is very convenient and easy to access. It also reveals that depending too much on AI affects their motivation and engagement with literature, as they no longer like to read full literary texts. Students’ trust issues related to AI-generated interpretations are also one of the priorities. This discourse calls attention to the balance between using AI as an assistant and independent literary analysis. Moreover, it offers suggestions for the responsible use of AI in literature education.