AI-Enabled English Language and Literature Learning through Digital Media in Higher Education

Abstract

Artificial intelligence is increasingly altering the ways university students interact with English language resources, literary texts, multimedia content, and academic feedback.          However, existing research has largely investigated AI-assisted language acquisition, academic writing, or chatbot adoption separately from the pedagogical requirements of literature learning.
This study proposes an integrated digital-learning framework in which generative AI, natural language processing, speech technologies, semantic analysis, and multimodal media jointly support English language proficiency and literary interpretation in higher education. The central research gap concerns the absence of empirically evaluated frameworks that measure whether AI can improve linguistic performance while simultaneously preserving independent interpretation, textual evidence use, and critical literary reasoning.
The proposed research therefore conceptualizes AI as a scaffold rather than an autonomous source of interpretation and distinguishes productive assistance from excessive cognitive substitution. A multimodal learning environment is designed around adaptive language exercises, AI-guided close reading, audio-visual literary resources, formative feedback, and reflective verification tasks.