Authors : Kanimozhi V.; Anitha Prabakaran; Kokila R.; Barani Krishnan J.

Volume/Issue : Volume 11 - 2026, Issue 8 - August

Google Scholar : https://tinyurl.com/yck23yw3

Scribd : https://tinyurl.com/yck3udnc

DOI : https://doi.org/10.38124/ijisrt/26aug075

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Anyone who's been paying attention over the last couple of years knows that generative AI tools like ChatGPT, Copilot, Gemini, and Claude have exploded into pretty much every corner of our lives. English Studies that broad umbrella covering language teaching, applied linguistics, literary analysis, and academic writing instruction is certainly no exception. The question isn't whether AI is going to affect the field; it's already here, and it's changing things in ways we're only beginning to understand. I've been looking at what scholars have been saying about this shift, drawing on about fifteen studies published between 2021 and 2025. Four big themes keep emerging. First, there's language teaching and learning how AI is being used in the classroom, for better or worse. Second, literary and cultural analysis is starting to look different, with researchers using AI to spot patterns in texts that would take a human years to find. Third, writing pedagogy is in a state of upheaval; no one's quite sure how to handle AI-generated essays, and academic integrity has become a minefield. And fourth, English scholars and educators are having to rethink their own professional identities—what does it even mean to be an English professor in an age of AI? Here's my take: AI isn't just another teaching aid, like a better whiteboard or a slicker LMS. It's fundamentally reorganizing how we think about knowledge, ethics, and the very meaning of literacy. We can't just pretend it's not happening or slap a blanket ban on it. Departments need to get proactive rethink their curricula, overhaul assessment practices, and have honest conversations about what skills we're actually trying to cultivate. The goal isn't to abandon our humanistic and critical mission; it's to figure out how to preserve it while making smart use of what AI can actually offer. That's going to require some serious thought, but it's a conversation worth having.

Keywords : Artificial Intelligence, English Studies, Generative AI, Language Teaching, Literary Studies, Digital Humanities, Writing Pedagogy, Academic Integrity.

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