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Using AI to Teach English Verbs in Literary Texts: A Case Study
Tzu Yu Allison Lin, Ahmet Nejdet Gokdemir
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DOI:10.17265/2328-2177/2026.09.003
Gaziantep University, Gaziantep, Turkey
In this research article, the authors aimed to answer the following questions: In an English teaching classroom, is it possible to use AI (artificial intelligence) to teach literature? Can AI also write like a professional writer? In order to answer these two questions, the authors, using the AI chatbot Gemini, modified seven short stories from Edith Wharton’s New York Stories collection. The modifications were applied solely to specific verbs in dialogues for the purpose of intensifying emotions. A case study was conducted with eight undergraduate ELT students, two of whom withdrew from the study. The remaining six participants, chosen through convenience sampling, read both the original literary text and the version that was modified by AI. It was found that five of the six participants considered the verbs in the AI-modified version to be more emotionally intense than those in the original text. The results of the questionnaires from each selected participant could potentially suggest that AI can be used in the classroom for language teaching purposes, especially in terms of teaching English verbs to convey emotions that are stronger than those in the original text.
language education, teaching verbs, Edith Wharton, artificial intelligence
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