AI-POWERED TEACHING OF LITERATURE IN FOREIGN LANGUAGE CLASS- ROOMS: PRACTICAL PROMPTS FOR THE DIDACTICIZATION OF LITERARY WORKS

The integration of literary texts into foreign language teaching offers significant ped- agogical benefits but also poses considerable challenges, particularly in adapting complex con- tent to learners’ language proficiency levels. The emergence of LLMs presents innovative pos- sibilities for addressing these challenges through AI-driven text processing and instructional support. This paper explores the potential of AI tools in the didacticization of literary works by conducting a systematic literature review of AI-based approaches to working with literary texts. The study examines various types of prompts and their anticipated educational outcomes, synthesizing findings to identify best practices in applying AI tools within educational contexts. Additionally, methods suggested in the literature without specific prompts were reformulated into actionable, research-based prompts for practical use. The findings highlight how AI tech- nologies can enhance educational experiences through functionalities such as text summari- zation, simplification, interactive scenario creation, content visualization, and literary analysis, thereby enabling differentiated learning tailored to diverse student needs. Despite these benefits, the study underscores critical challenges, including the risks of over-reliance on AI-generated content, potential inaccuracies and cultural insensitivity. Ethical considerations, such as the pro- tection of intellectual property and the need to maintain academic integrity, are also discussed. The paper concludes by advocating for further research on the practical application of prompts in classroom settings, emphasizing the importance of studies to assess their impact on student engagement, motivation, and critical thinking.