The rapid growth of Artificial Intelligence (AI) in higher education has brought noticeable changes to the teaching and learning of English language and literature. AI-based tools such as automated writing assistants, chatbots, machine translation applications, and adaptive learning platforms are now widely used to support language development, literary analysis, and student engagement. While these tools offer several pedagogical advantages, their increasing presence in academic spaces also raises important ethical, pedagogical, and linguistic concerns. This paper explores the complex implications of adopting AI in English studies, with particular attention to issues of academic integrity, authorship, data privacy, and learner autonomy. It further examines how AI influences teaching practices by reshaping curriculum design, assessment strategies, and interactions between teachers and students. In addition, the study considers the linguistic impact of AI tools, especially their effects on creativity, critical thinking, and the growing standardization of language use. Adopting a qualitative and analytical approach, the paper draws on existing research, classroom experiences, and emerging trends in digital education. It argues that although AI has the potential to significantly enrich English language and literature education, its use must be guided by ethical awareness and pedagogical responsibility to protect academic values, linguistic diversity, and the integrity of higher education. The paper concludes by suggesting a balanced and thoughtful framework for the ethical and effective integration of AI in academic contexts.
Sonaji Zumbar Thombe (Thu,) studied this question.
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