Biography
Rim Kelthoume is an Associate Teacher at the Department of English, University of 20 August 1955, Skikda, Algeria. She holds a Ph.D. in Didactics of Literary Text and has participated in numerous national and international conferences in the fields of English language teaching, literature, and educational technology. Her research interests include the integration of Artificial Intelligence in higher education, academic writing, critical reading of literary texts, stylistics, EFL pedagogy, and AI literacy. She is particularly interested in exploring innovative approaches that enhance students' critical thinking, literary competence, and academic performance through technology-enhanced learning. Her scholarly work focuses on bridging literary studies with contemporary educational practices to improve teaching and learning in Algerian higher education.
Conference contributions 1
ARTIFICIAL INTELLIGENCE AND THE TRANSFORMATION OF LITERARY INTERPRETATION:
Exploring university teachers' perceptions of AI-assisted literary analysis in EFL contexts
The rapid integration of Artificial Intelligence (AI) into higher education has significantly transformed teaching, learning, and research practices across disciplines, including literary studies. Within the intersection of literature, culture, and artificial intelligence, AI-powered tools such as ChatGPT, Gemini, and other generative platforms have introduced new possibilities for literary interpretation, critical reading, and textual analysis. However, their growing presence has also raised concerns regarding academic integrity, originality, critical thinking, and the future role of human interpretation in literary education. This study aims to explore university teachers' perceptions of the use of AI-assisted tools in literary analysis and critical interpretation within English as a Foreign Language (EFL) contexts. In order to achieve this study's aim, a descriptive qualitative research design was adopted to gain an in-depth understanding of teachers' experiences and viewpoints. The participants will consist of a purposive sample of English language and literature teachers from the University of Skikda. Data will be collected through semi-structured interviews and open-ended questionnaires, allowing participants to express their opinions, concerns, and expectations regarding AI applications in literary studies. The collected data will be analyzed using thematic analysis to identify recurring patterns and themes. The anticipated findings suggest that university teachers acknowledge AI as a valuable pedagogical resource that facilitates access to literary information, enhances textual exploration, and supports students' comprehension of complex literary works. Nevertheless, participants are also expected to express concerns about students' overreliance on AI-generated interpretations, the potential decline of critical reading skills, and issues related to authorship and academic ethics. The study is expected to recommend the development of institutional guidelines for responsible AI use, the integration of AI literacy into literature courses, and the promotion of a balanced approach that combines technological innovation with human critical judgment. Ultimately, the study contributes to ongoing discussions about the future of literary education in the age of artificial intelligence.