TheUseofArtificialIntelligenceinEFLLiteratureClasses: AnInvestigationintotheeffectivenessofusingCopilotin LiteraryAnalysis

Abstract

Artificial intelligence (AI) integration in education has had a profound effect and has been widely applied in education over the last few years.The present study intends to measure the effectiveness of an AI tool, Copilot, in literary analysis among Master I students of English at the University of Laghouat. This mixed-methods study combined a qualitative examination of the literature with quantitative data gathered through an online questionnaire conducted with forty-four Master I students of English at the University of Laghouat. This study aims to investigate the influence of Copilot on the literary analysis skills of EFL students. This research shows that Copilot improves literary analysis among audiences by providing human-like analytical tools and reinforcing human interpretation. The use of Copilot creates a more engaging, interactive pedagogy that, in turn, promotes more sophisticated readings of literary texts and the formation of analytic interpretations. This research can open up the possibilities for AI in EFL literature classes. Copilot delivers real value, but wrapping it into traditional AI training modes is essential for comprehensiveskilldevelopment.Ethicalconcerns,includingdataprivacyandbiasin algorithms, are other vital issues that need to be addressed to help ensure a net positive impact of AI systems on society. The research also echoes the spirit of an existingcall forenhancingAI toolsfor educationalpurposes and thenecessary ethical reasons for their development and use. By integrating AI technologies like Copilot, modern educators can teach and comprehend literature at a more advanced rate, consequentlyprovidingmoreeducationalvaluetostudents