영문학 수업에서의 생성형 AI: 비판적 글쓰기와 디지털 분석 활동의 접목

Generative AI in the English Literature Classroom: Integrating Critical Writing and Digital Analysis Activities

This article examines the pedagogical implications of AI integration in English literature education, focusing on how AI tools both enhance and complicate traditional methods of literary instruction. Through analysis of student writing samples and classroom implementations using Lois Lowry’s The Giver, the study demonstrates the limitations of AI-generated literary analysis and how these limitations can be used to enhance students’ critical thinking when used as a pedagogical tool. The article details specific classroom activities that incorporate AI tools like ChatGPT and Voyant while maintaining student agency in textual interpretation. The findings suggest that while AI can efficiently process textual data and generate basic analyses, its use in literature education should emphasize critical evaluation of AI-generated content rather than simple acceptance. The article concludes that successful AI integration in English literature education requires careful instructional design that positions AI as a tool to stimulate, rather than replace, students’ analytical and creative engagement with literary texts.