Abstract

Digital tools are now common in university literature classes. Students often turn to them for summaries and ready-made interpretations, especially when reading in an EFL context. While these tools make difficult texts less overwhelming, they raise a serious question: when answers are just a click away, do students still learn to form their own interpretations? This article examines that tension. It reviews recent scholarly discussions on digital support in English literature education, focusing on critical reading, confidence, and learner autonomy. The study also reports on a pilot questionnaire involving twenty English literature students to explore how they use AI-assisted tools and how those tools shape their interpretive habits. The responses were analysed using an informal inductive thematic approach to identify recurring views on AI use and learner autonomy. The findings are mixed. Digital tools clearly help: they clarify vocabulary, untangle complex sentences, and keep students engaged with texts they might otherwise abandon. However, when students lean too heavily on automated explanations, something slips away. Without teacher guidance, the effort of building a personal reading can weaken. A balanced approach is essential; tools should not be banned nor used uncritically. They can be genuine supports only if pedagogy consistently pushes students toward their own learner autonomy. Grounded in student reports, this research offers a digital literacy perspective on integrating AI into literary interpretation, ensuring that teaching encourages students to develop their own critical voice.